Online Course Proposal Form, Last Revised April 2015
Appendix B: QM Assessment Rubric and Developmental Guidelines
The course meets Quality Matters
TM
expectations, when all 3-point Essential Standards are marked
“MET” AND a total overall score of
84 out of 99 pointsis achieved. (Source: Maryland Online, Inc. ©2014)
1.1 Instructions make clear how to get started and where to nd various course components.
1.2 Learners are introduced to the purpose and structure of the course.
1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of
communication are stated clearly.
1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to
current policies is provided.
1.5 Minimum technology requirements are clearly stated and instructions for use are provided.
1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.
1.7 Minimum technical skills of learner are clearly stated.
1.8 The self-introduction by the instructor is appropriate and available online.
1.9 Learner are asked to introduce themselves to the class.
2.1 The course learning objectives, or course/program competencies describe outcomes that are measurable.
2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the
course-level objectives or competencies,.
2.3 All learning objectives or competencies, are stated clearly and written from the learner’s perspective.
2.4 The relationship between learning objectives or competencies and course activitives is clearly stated.
2.5 The learning objectives or competencies are suited to the level of the course.
3.1 The assessments measure the stated learning objectives and competencies.
3.2 The course grading policy is stated clearly.
3.3 Specic and descriptive criteria are provided for the evaluation of learner’s work and participation and are tied to
the course grading policy.
3.4 The assessment instruments selected are sequenced, varied, and suited to the learners work being assessed.
3.5 The course provides learners with multiple opportunities to track their learning progress.
6.1 The tools used in the course support the learning objectives and competencies.
6.2 Course tools promote learner engagement and active learning.
6.3 Technologies required in the course are readily obtainable.
6.4 The course technologies are current.
6.5 Links are provided to privacy policies for all external tools required in the course.
7.1 The course instructions articulate or link to a clear description of the technical support offered and how to access it.
7.2 Course instructions articulate or link to the institution’s accessibility policies and services.
7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and
resources can help learners succeed in the course and how learners can obtain them.
7.4 Course instructions articulate or link to an explanation of how the institution’s student support services can help
learners succeed and how learners can obtain them.
8.1 Course navigation facilitates ease of use.
8.2 Information is provided about the accessibility of all technologies required in the course.
8.3 The course provides alternative means of access to course materialsin formats that meet the needs of diverse
learners.
8.4 Course design facilitates readability.
8.5 Course Multimedia facilitates ease of use.
4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives
or competencies.
4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly
explained.
4.3 All instructional materials used in the course are appropriately cited.
4.4 The instructional materials are current.
4.5 A variety of instructional materials is used in the course.
4.6 The distinction between required and optional materials is clearly explained.
5.1 The learning activities promote the achievement of the stated learning objectives or competencies.
5.2 Learning activities provide opportunities for interaction that support active learning.
5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated.
5.4 The requirements for learner interaction are clearly articulated..
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Course
Overview
and
Introduction
Learning
Objectives
(
Competencies)
Assessment
and
Measurement
Course
Technology
Learner
Support
Accessibility
and
Usability
Instructional
Materials
Course
Activities
and
Learner
Interaction
Quality Matters
TM
Rubric Standards 2014 edition with Assigned Point Values
Standards Points
Page 10
