Fillable 2018 Rubric For Online Class Design With PR Annotations Final

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2018 Rubric For Online Class Design With PR Annotations Final

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2018 Rubric for Online Class Design for Instructor: ______________________ and Class: _________________
Best Educational Practice
0 - Not
Present
1 -
Developing
2 -
Competent
3 -
Exemplary
Score and Comments
Class Introduction and Overview
1
Students have clear instructions on how to get started and
where class components are located (i.e., class overview,
navigation instructions, read me first, start here, FAQs, etc.).
Should be easily visible on homepage.
You are look
ing for actual instructions.
Starting
instructions
are not
present.
Score as a 1 if
starting
instructions
are provided
but are not
clear,
complete, or
easy to find.
Starting
instructions
are provided
in an easy to
find location
and are
appropriately
named.
Starting
instructions are
enhanced with
visual and/or
auditory
elements (i.e,
screenshots,
course map,
video, etc.).
2
Welcome Message is posted.
You may need to check all News items as this message may
have a close date on it.
You are loo
king for an actual greeting.
Welcome
message is not
present.
Score as a 1 if
there is a
‘welcome’ but
it’s not a
greeting but
rather a set of
instructions.
Welcome
message is
posted,
including
instructor
contact
information.
Welcome
message (audio
or video) is
posted,
including
instructor
contact
information.
3
Students understand how class is structured and should be
carried out (i.e., use of clearly defined class
modules/units/chapters, use of logically organized class
schedule with due dates, etc.).
Class structure
is not present.
Score as a 1 if
a class
structure is
present but
not well-
organized or
easy to
navigate.
Class structure
is well-
organized and
easy to
navigate.
Best Educational Practice
0 - Not
Present
1 -
Developing
2 -
Competent
3 -
Exemplary
Score and Comments
4
Syllabus/Addendum is easily located and contains all
information (from template) including College policies
which students are expected to adhere to (i.e., pre-requisite
skills, required text(s), acceptable use, student conduct,
attendance, etc.).
Checklist (if applicable):
• Instructor Info
• Course Description
•
Min Tech Requirements
• Student Learning Outcomes
• Class Format
• Required Textbooks
• Optional Materials
• Equipment and Supplies
• Important Links
• How to proceed through the course
• Handling of Assignments
• Communication policy
• Interaction
• Attendance and Lateness Policy
• Late Work/Make-up Work and Exams
• Classroom Etiquette
• Evaluation/Assessment Methods
• Grading Policy
• Class Schedule
• Class Withdrawal Process
• Academic Integrity
• Students with Disabilities
• Veterans
• ASC, WC, Library and Research Services
• Technical Support
• Safety on Campus
Syllabus/
addendum is
not present.
A syllabus/
addendum is
provided.
The DSC
syllabus
template is
provided (or
provided as an
addendum).
Also score a
s a
2 if all
applicable
components
from the DSC
template are
provided.
Best Educational Practice
0 - Not
Present
1 -
Developing
2 -
Competent
3 -
Exemplary
Score and Comments
Learning Objectives
5
Student Learning Outcomes are listed.
Student
Learning
Outcomes are
not present.
Student
Learning
Outcomes are
present.
Relationship
between
student
learning
outcomes and
class
activities/asse
ssments are
clearly stated.
Relationship
between
student
learning
outcomes and
class
activities/assess
ments are
reiterated
throughout the
course at each
module or
assessment
level.
Assessment and Progress
6
Grading policy is stated clearly (including full explanation of
grade calculation, especially the relationship between
points, percentages, weights, letter grades, etc.).
Example of a calculated grade, which could be in the
syllabus or in the Start Here/Course Intro module.
Grading policy
is not present.
Grading policy
is stated but
not clearly
explained.
Grading policy
is stated and
clearly
explained.
Grading policy
is stated and
clearly
explained,
including a
numerical
example of a
grade
calculation.
Best Educational Practice
0 - Not
Present
1 -
Developing
2 -
Competent
3 -
Exemplary
Score and Comments
7
Criteria for assessment/evaluation is given (i.e., rubric, list
including associated point values, how assessment will be
graded, grading scale for various performance levels, online
etiquette expectations, etc.).
Assessment/
evaluation
criteria is not
stated.
All
assessment/
evaluation
criteria is
stated and
some are
clearly
explained.
Appears in
Syllabus
Template.
All
assessment/
evaluation
criteria is
stated and
clearly
explained.
All assessment/
evaluation
criteria is stated
and clearly
explained and
students have
opportunities
for self-
assessment
(e.g., self-check
quizzes/activitie
s with
feedback, best
practice
examples,
sample answer
keys, peer
reviews, etc.).
Self-assessment
could include
embedded
discussion
boards where
feedback is
received. Could
also include
rubrics,
checklists,
multiple
attempts on
assignments,
etc. May also
appear in
publisher
content areas.
Best Educational Practice
0 - Not
Present
1 -
Developing
2 -
Competent
3 -
Exemplary
Score and Comments
8
Assessment techniques are varied in order to accommodate
multiple learning preferences. Multiple different techniques
should be used.
• Examples of different techniques could include (but
are not limited to) discussions, group work, case
studies, papers, peer evaluations, quizzes/exams,
projects, presentations, etc.
Assessment
techniques are
not present.
Assessment
techniques are
limited and/or
consist of the
same type.
Assessment
techniques are
adequate and
consist of at
most two
types.
Assessment
techniques are
ample and
consist of more
than two types.
9
Assessments are listed in the online grade book.
No
assessments
are listed in an
online grade
book.
Some
assessments
are listed in an
online grade
book.
Also score as a
1 if errors are
present.
All
assessments
are listed in
the Falcon
Online grade
book or
publisher
online grade
book.
Falcon Online
or DSC college
approved
publisher
grade book.
Communication/Interaction
10
Activities provide opportunities for interaction between
student and content, and if appropriate, student and
student.
Activities for
interaction
between
student and
content, and if
appropriate,
student and
student are
not present.
Activities for
interaction
between
student and
content, and if
appropriate,
student and
student are
present but
not weekly.
Activities for
interaction
between
student and
content, and if
appropriate,
student and
student are
present and
once weekly.
Best Educational Practice
0 - Not
Present
1 -
Developing
2 -
Competent
3 -
Exemplary
Score and Comments
11
Regular opportunities for faculty-initiated interaction with
students of an academic nature.
Interactions can be found in the Assignments, Discussions,
Grades, and Quizzes in Falcon Online.
Interactions may also be in publisher content.
Opportunities
for faculty-
initiated
interaction
with students
of an
academic
nature are not
present.
Opportunities
for faculty-
initiated
interaction
with students
are present
but not weekly
and not of an
academic
nature.
Once weekly
opportunities
for faculty-
initiated
interaction
with students
are present
and of an
academic
nature.
Active Learning and Critical Thinking
12
Activities support active learning and develop critical
thinking skills.
• Examples could include (but are not limited to)
open-ended questions, opportunities for analyzing
situations, evaluating an argument, synthesizing
information, group work, decision-making, finding
patterns, case studies, and problem-based
activities.
Remember when tallying counts that the same type of
activity could count more than once (i.e., 2 different DBs
could be 2 activities).
Activities for
students to
participate in
active learning
and develop
critical
thinking skills
are not
present.
Limited (two)
activities for
students to
participate in
active learning
and develop
critical
thinking skills
are provided.
Adequate
(three)
activities for
students to
participate in
active learning
and develop
critical
thinking skills
are provided.
Ample (four)
activities for
students to
participate in
active learning
and develop
critical thinking
skills are
provided.
Usability
13
Broken links have been revised or removed. (This includes
errors when opening or downloading documents.)
If Links are broken, please note which browser you are
using.
Less than half
of the links
open
correctly.
75% of links
open
correctly.
90% of links
open
correctly.
100% of links
open correctly.
14
Information is presented without spelling/grammar errors.
Grammatical
errors and
numerous
typing errors
are present.
Basic
principles of
grammar are
followed with
numerous
typing errors.
Basic
principles of
grammar are
followed with
few typing
errors.
Basic principles
of grammar are
followed with
no typing
errors.
Best Educational Practice
0 - Not
Present
1 -
Developing
2 -
Competent
3 -
Exemplary
Score and Comments
UDL/Accessibility
15
Course has undergone a Universal Design for Learning
(UDL)/accessibility review with an instructional designer.
(Completed by the Division of Online Studies.)
Course has not
yet undergone
a UDL/
accessibility
review.
Course has
gone through
a UDL/
accessibility
review.
Additional comments not covered in the rubric:
Continuous Course Improvement
16
Students have opportunities to provide descriptive feedback
on course design, content, and online user experience.
Examples include a “Provide Feedback” Discussion post;
Office365 form, D2L survey, etc.
No
opportunity.
Score as a 1 if
opportunities
for feedback
are provided
but are not
clear or easy
to find.
Offers a single
opportunity
for student
feedback and
only for a
limited time.
Multiple
opportunities
for feedback
throughout the
semester and
within the
course shell.
Additional comments not covered in the rubric:
Scoring: Maximum possible score is 42
• Exemplary: A score at 38 or above with no “0’s” or “1’s”
• Competent: A score at 31 or above with no “0’s” and no more than three “1’s”
• Developing: A score at 30 or below; A course that scores at 30 or below will not be offered until revisions to at least the Competent level are made.
Total Score:
____
____
__
__
Peer Reviewer: ______________________
Overall Score
0
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Completed 18 November 2019

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