Online Course Assessment Process - Academic …...Online Course Assessment Process Rubric Section I.c. Expectations of Feedback All College of Charleston online courses must have the

Online Course Assessment Process

Rubric Section I.A. Syllabus Content

All College of Charleston online courses must have the following content:

● A course description including credit hours, textbook/supplemental material information, defined the course as online, hybrid, blended, or face to face. For definitions of these distinctions, please visit ____

● Instructor contact information and contact policy

○ Outlining the modes of communication available to the students (email, web conferencing, discussion boards, etc.)

○ how quickly the instructor will reply to various communication methods (within 24 hours to a discussion board, within 48 hours of email)

● Technical requirements for the course

○ Access to computer/internet on a regular basis ○ Hardware/software needed ○ Accounts that the student will need to create ○ Any optional tools

● Outline of the grading policy, including grading scheme, distribution of point values,

assignments, etc.

● Schedule/calendar of topics covered and assignments due.

● Accessibility statement for students needing accommodations for disability/religious purposes.

Rating System: 0 Missing

1 Basic

2 Effective

3 Exemplary

The items outlined in this section are missing or have no clear evidence to support.

Most of the outlined items are present. Course syllabus is unclear about what is expected of students. Aesthetic design does not present and communicate course information clearly

All of the outlined items are present. Course syllabus identifies and delineates the role the online environment will play in the course. Aesthetic design presents and communicates course information clearly.

All of the outlined items are present. Course syllabus identifies and clearly delineates the role the online environment will play in the total course. Aesthetic design presents and communicates course information clearly throughout the course.

Teaching, Learning & Technology at the College of Charleston - Maintained by Amy Ostrom | Oct. 2014

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Rubric Section I.B. Expectations of Learner Engagement / Participation


● Expectations clearly outlined as to how the student is expected to behave and interact in the confines of the class

● References to “netiquette”, interactions, discussion protocol, are defined and easy for the

student to access/understand. Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

Items are missing Course contains limited information for online learner support and links to campus resources. Course is unclear about what is expected of students.

Course contains some information for online learner support and links to campus resources. Course identifies and delineates the role the online environment will play in the course.

Course contains extensive information about being an online learner and links to campus resources. Course identifies and clearly delineates the role the online environment will play in the total course.


Rubric Section I.c. Expectations of Feedback


● Time frame for responses to student work/assessments are clearly defined.

● Time frame for responses to discussion boards are clearly defined.

● Time frame for responses to student emails are clearly defined. Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

Items are missing Course offers limited opportunity for interaction and communication between student-to-instructor and student-to-content. Time frames are present but not clearly defined.

Course offers some opportunities for interaction and communication student-to-student, student-to-instructor and student-to-content. Time frames are present and defined.

Course offers ample opportunities for interaction and communication student-to-student, student-to-instructor and student-to-content. Time frames are present, defined consistently, and include notifications of exceptions.


Rubric Section I.d. Adherence with the Honor Code


● Resources pointing students to the honor code policy are available.

● Students are clear as to the honor code procedures for online learning. Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

Items are missing Course contains limited information for online learner support and links to campus resources.

Course contains some information for online learner support and links to campus resources.

Course contains extensive information about being an online learner and links to campus resources.


Rubric Section I.e. Inclusion of an Orientation Module


● Opportunity for the students to introduce themselves is apparent.

● Opportunity for the instructor to introduce self is apparent.

● Inclusion of basic contractual and scheduling documentation.

● Includes samples of items the students will encounter throughout the course for diagnostic purposes.

Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

Items are missing Much of the course is under construction, with some key components identified such as the syllabus. Limited or no chance for interaction between students and instructor. Limited or no sample items for student diagnostics.

Course is organized and navigable. Students can understand the key components and structure of the course. Some chance for interaction between students and instructor. Some sample items for student diagnostics.

Course is well-organized and easy to navigate. Students can clearly understand all components and structure of the course. Ample chance for interaction between students and instructor. Defined sample items for student diagnostics and links to appropriate supports.


Rubric Section I.f. Expectations of Engagement


● Students are aware of discussion response requirements.

● Attendance policy and drop/add dates are included.

● Course/syllabus agreement with students. Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

Items are missing Course offers access to a limited number of resources supporting course content.

Course offers access to some resources supporting course content.

Course offers access to a wide range of resources supporting course content.


Rubric Section II.a. Observable and Measurable


● All items are written using terms that correspond with higher order thinking verbs.

● All items are written using universal operationally defined processes. Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

Items are missing Course goals are not clearly defined and do not align to learning objectives. Learning objectives are vague or incomplete and learning activities are absent or unclear.

Course goals are defined but may not align to learning objectives. Learning objectives are identified and learning activities are implied.

Course goals are clearly defined and aligned to learning objectives. Learning objectives are identified and learning activities are clearly integrated.


Rubric Section II.b. Clearly Stated from the Student Perspective


● All objectives are stated as what the student will do within the confines of the course. Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

Items are missing Learning objectives are vague or incomplete and learning activities are absent or unclear.

Learning objectives are identified and learning activities are implied.

Learning objectives are identified and learning activities are clearly integrated.


Rubric Section II.c. Instructions to Students on How to Meet the Learning Objectives are Clearly Stated


● Assessments are clearly aligned with the stated objectives.

● Grading policies for the course are outlined for the students. Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

Items are missing Learning objectives are vague or incomplete and learning activities are absent or unclear. Course provides few visual, textual, kinesthetic and/or auditory activities to enhance student learning. Course provides limited or no activities to help students develop critical thinking and/or problem solving.

Learning objectives are identified and learning activities are implied Course provides some visual, textual, kinesthetic and/or auditory activities to enhance student learning. Course provides some activities to help students develop critical thinking and/skills or problem-solving skills.

Learning objectives are identified and learning activities are clearly integrated. Course provides multiple visual, textual, kinesthetic and/or auditory activities to enhance student learning. Course provides multiple activities that help students develop critical thinking and problem-solving skills.


Rubric Section II.d. Appropriately Designed for the Level of the Course


● More advanced assessments are created for higher level courses.

● Use of a variety of instructional and assessment methods Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

Items are missing Course provides limited or no activities to help students develop critical thinking and/or problem solving. Course provides few visual, textual, kinesthetic and/or auditory activities to enhance student learning.

Course provides some activities to help students develop critical thinking and/skills or problem-solving skills. Course provides some visual, textual, kinesthetic and/or auditory activities to enhance student learning.

Course provides multiple activities that help students develop critical thinking and problem-solving skills. Course provides multiple visual, textual, kinesthetic and/or auditory activities to enhance student learning.


Rubric Section III.A. Sequencing and Flow

All College of Charleston online courses must have the following:

● The course progresses in a rational flow of instruction so that content builds in a logical manner.

● Structure and module layout is consistent throughout the duration of the course

Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

All Items are missing Much of the course is under construction, with some key components identified such as the syllabus. Aesthetic design does not present and communicate course information clearly. Web pages are inconsistent both visually and functionally.

Course is organized and navigable. Students can understand the key components and structure of the course. Aesthetic design presents and communicates course information clearly. Most web pages are visually and functionally consistent.

Course is well-organized and easy to navigate. Students can clearly understand all components and structure of the course. Aesthetic design presents and communicates course information clearly throughout the course. All web pages are visually and functionally consistent throughout the course.


Rubric Section III.B. Goals for the materials/content are clearly defined


● Purpose for the material and assessments is outlined.

● Instructional materials and assessments are made relevant to the student’s life or career goals and content of the course

Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

All Items are missing Course goals are not clearly defined and do not align to learning objectives. Learning objectives, instructional and assessment activities are not closely aligned.

Course goals are defined but may not align to learning objectives. Learning objectives, instructional and assessment activities are somewhat aligned.

Course goals are clearly defined and aligned to learning objectives. Learning objectives, instructional and assessment activities are closely aligned.


Rubric Section III.C. Items Contribute to Stated Course and Module Objectives


● The instructional materials are given in alignment with the stated objectives as a means to facilitate student learning.

Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

All Items are missing Learning objectives, instructional and assessment activities are not closely aligned.

Learning objectives, instructional and assessment activities are somewhat aligned.

Learning objectives, instructional and assessment activities are closely aligned.


Rubric Section III.D. Instructional Materials are Relevant


● Use of a wide variety of instructional strategies.

● Items are enhanced by the inclusion of the instructors knowledge base and expertise.

● Items use the most up to date research or data available for the field and appropriate level of the course.

Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

All Items are missing New teaching methods are applied to enhance student learning. Multimedia elements and/or learning objects are limited or non-existent. Course uses Internet access and engages students in the learning process.

New teaching methods are applied to innovatively enhance student learning. Multimedia elements and/or learning objects are used and are relevant to student learning. Course optimizes Internet access and effectively engages students in the learning process.

New teaching methods are applied and innovatively enhance student learning, and interactively engage students. A variety of multimedia elements and/or learning objects are used and are relevant to student learning throughout the course. Course optimizes Internet access and effectively engages students in the learning process in a variety of ways throughout the course.


Rubric Section IV.A. Activities and Opportunities are Developed to Foster Student to Student Interaction


● Students have the ability to interact with each other, discuss, ask questions, and create a social atmosphere within the confines of the course.

● Inclusion of a “course lounge” or FAQ discussion area inside the course

Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

All Items are missing Course offers limited opportunity for interaction and communication student-to-student.

Course offers some opportunities for interaction and communication student-to-student.

Course offers ample opportunities for interaction and communication student-to-student.


Rubric Section IV.B. Activities and Opportunities are Developed to Foster Student to Instructor Interaction


● Students have the ability to interact, discuss, ask questions, and engage with a teaching presence within the confines of the course.

● Inclusion of a technological solution to assist students with virtual office hours either

synchronously or asynchronously. Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

All Items are missing Course offers limited opportunity for interaction and communication student-to-instructor.

Course offers some opportunities for interaction and communication student-to-instructor.

Course offers ample opportunities for interaction and communication student-to-instructor.


Rubric Section IV.C. Activities and Opportunities are Developed to Foster Student to Content Interaction


● Students have the ability to interact with, discuss, ask questions, and engage with a cognitive presence within the confines of the course.

○ Cognitive presence is sharing how our brain is adapting, integrating, thinking and sometimes struggling with concepts, ideas and structure.

○ It is a presence that requires that we observe our own learning and how we build and confirm meaning.

● Inclusion of reflection or low stakes assessment opportunities.

Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

All Items are missing Course offers limited opportunity for interaction and communication student-to-content.

Course offers some opportunities for interaction and communication student-to-content.

Course offers ample opportunities for interaction and communication student-to-content.


Rubric Section V.A. All Materials are 508 Compliant or Have a Valid Alternative in Place


● All visual items or documents are accessible by a screen reader, including tagged PDFs, alternate text descriptions, and correct use of headers and emphasis.

● All audio or video files have transcripts or closed captioning included

Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

All Items are missing Accessibility issues are not addressed. Transcripts/Captioning Available for some items. Alt Text and Screen Reader functionality is available for some items.

Accessibility issues are briefly addressed. Transcripts/Captioning Available for all items. Alt Text and Screen Reader functionality is available for all items. Use of Universal Design of Learning Principles are used occasionally to enhance instruction.

Accessibility issues are addressed throughout the course. Transcripts/Captioning Available for all items. Alt Text and Screen Reader functionality is available for all items. Use of Universal Design of Learning Principles are used consistently to enhance instruction.


Rubric Section V.B. Provides an Accessibility Statement on How to Obtain Accommodations


● Links to resources provided by the Center for Disability Services for undergoing the SNAP services processes.

● Timeline for contacting the instructor to obtain reasonable accommodations as outlined

by CDS. Rating System:

0 Missing

1 Basic

2 Effective

3 Exemplary

All Items are missing Accessibility issues are not addressed. Accessibility statement is missing from documentation.

Accessibility issues are briefly addressed. Accessibility statement is included in course documentation.

Accessibility issues are addressed throughout the course. Accessibility statement is included in course documentation and referenced throughout the course.

Documents

Online Course Assessment Process - Academic …...Online Course Assessment Process Rubric Section I.c. Expectations of Feedback All College of Charleston online courses must have the