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Quality Matters!
Using the Quality Matters Rubric to Improve Online Course Design
Susan Bussmann and Sandy JohnsonNMSU Quality Matters Institutional
Representatives
Why QM- Teacher Feedback
“I am seeing measurable differences in the response, satisfaction and performance of students in both my blended and online courses.”
“…my classes are now benefiting from my new understanding of course organization and alignment.”
“I'm so thrilled to learn how to make my course more engaging.”
Why QM- Student Feedback
“The instructor does a great job being available for us even though we are in an online course.”
“I have already recommended it (the online course) to others.”
“I received a complete introduction, which clearly explained the course's goals.”
“More than what I expected, happy that it was.”
“Very comprehensive and clear. Outstanding”
Quality Matters
Quality does matter to…
Students Faculty Administrators Institutions Accrediting
agencies Legislators Tax Payers
How do we…
Identify & recognize it?
Motivate & instill it? Assess & measure
it? Insure it? Assure it?
The QM Rubric Process
QM is Continuous!
A Process designed to ensure that all reviewed courses will eventually meet expectations.
Is Integral to a continuous quality improvement process.
The QM Rubric Process
QM is centered- On research - the development of the rubric
is based in national standards of best practice, research literature, and instructional design principles
On student learning - the rubric and process are designed to promote student learning
On quality - the review sets a quality goal at the 85% level or better (courses do not have to be perfect but better than good enough)
The QM Rubric Process
Collegial Part of a faculty-driven, peer review
process Intended to be diagnostic and collegial,
not evaluative and judgmental
The QM Rubric and Process
Quality Matters reviews are- Collaborative Identify evidence of quality course
content Flexible and not prescriptive (many ways
to meet each standard)
Quality Matters Review Process
Factors Effecting Course Quality
QM Reviews Course Design
Other components to online instruction include-
• Course delivery (i.e. teaching, faculty performance)• Course content• Course management system• Institutional infrastructure• Faculty training and readiness• Student engagement and readiness
Quality is….
• More than average; more than “good enough”
• An attempt to capture what’s expected in an effective online course at about an 85% level
• Based on research and widely accepted standards
85 %
The Rubric
Eight General Standards:
1. Course Overview and Introduction2. Learning Objectives 3. Assessment and Measurement 4. Resources and Materials5. Learner Interaction6. Course Technology7. Learner Support8. Accessibility
Key components must align.
Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.
Summary of Changes for 2011-13 QM Higher Education Rubric
The New Numbers Still has eight General Standards, but
increases to 41 specific standards. Twenty-one 3-point standards, twelve 2-point
standards, and eight 1-point standards. 95 total points and a “yes” on all 3-point
Essential Standards Total overall score of 81 or higher is required
to meet Quality Matters expectations.
Rubric Scoring
Standards Points Relative Value
21 3 Essential
12 2 Very Important
8 1 Important
TOTALS
41 95 Must obtain 81 points to pass QM formal review
• Team of 3 reviewers initially score individually• One score per standard based on team majority• Pre-assigned point value• Yes/No decision; All/None points• Consensus is NOT required
To meet expectations a course must achieve-
“Yes” on all 21 of the 3-point “essential” standards
A minimum of 81 out of 95 points
81/95 = 85%
Let’s Practice!
You will need your Quality Matters rubric to participate.
Let’s Practice
Does this scenario meet Standard 2?
Discuss at your table.
Share with whole group.
In a course you are reviewing, you find no module or unit-level objectives. You do see (reprinted below) a course description and course-level goals on the syllabus.
Course DescriptionDuring this course we will be intensely involved in reading and discussing readings from the modern era (that is, from the 1600’s on), from around the world. We will consider the common themes that bind us together as human beings on this planet, as well as recognizing and acknowledging cultural differences. We will also consider what it means to be “modern,” and the relation of art to life and culture. There is one major research paper.
Course GoalsThis course will contribute to the development of the following General Education Objectives:
1. oral and written communication 2. reading with comprehension 3. critical thinking4. abstract reasoning
Let’s Practice
Does this scenario meet Standard 3?
Discuss at your table.
Share with whole group.
The Early Childhood Education course you are reviewing has listed the following course level learning objective:
Design your ideal classroom using features that meet the space, safety, and comfort needs of very young children.
Students are to produce a model of their ideal classroom, take pictures of the model, post them on the course website, and also write and post an essay explaining how the model represents the ideal. Both the models and the essays will be evaluated according to a grading rubric distributed along with the class assignment.
Let’s Practice
Does this scenario meet Standard 6?
Discuss at your table.
Share with whole group.
On the homepage of a course you are
reviewing is a button entitled "Notes on Course Topics." This links to a commercial website that contains a huge amount of material: outlines, PowerPoint, animations, exercises, self-test, charts and graphs, and text, all related in some way to the subject of the course.
Assignment directions in the online course say
to click on the link, peruse the commercial website, and find material related to the weekly topic.
