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Rubric for evaluating course module.
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Course Module Evaluation RubricDavid Peter ([email protected])
February 2, 2009 Module Component Baseline Effective Exemplary Introduction • Content module has
no introduction • Content module has
limited introduction • Introduction does
not provide strategies for learner
• Content module introduction includes limited strategies to complete the module
• Content module introduction provides no contextual relevance, but does provide brief outline of content
• Content module introduction has intended learner strategies
• Content module includes an organizer for students
• Content module introduction provides synopsis of material
Objectives • Objectives are vague
• Objectives do not identify expected outcomes or performance
• Objectives are present
• Objectives imply expected outcome or performance
• Objectives do not clearly identify expected performance outcomes
• Objectives clearly state expected student or learner outcomes
• Objectives clearly identify performance criteria
Assessment of prior knowledge
• Prior knowledge is summarized before beginning the module
• Prior knowledge is tested before beginning the module but has no effect on module presentation
• Access to the module can only occur after achieving a predetermined score on an assessment instrument
• Student is provided with feedback during and after assessment
Readings • No additional readings are provided
• Some additional readings are provided, but only in list format
• Readings may not be relevant to specific content presented
• Full text links to additional readings are provided
• Readings are contextually relevant to content
Content pages • Content is provided in outline format
• Content is presented as information only
• Content is presented in slide or text format
• Some graphics are included with the content
• Content has fixed entry and exit point, students cannot navigate to specific pages
• Content is presented as information with limited interaction or evaluation
• Content is presented, including multimedia elements
• Glossary terms are linked from the content
• Content is navigable (students can determine entry or path through content)
• Content is presented with multiple opportunities for student interaction and evaluation through discussion boards, chat, assignments, tests, quizzes, and surveys
Assignments • Surveys and quizzes are the only assignments
• Papers and essays are included as assignments
• Quizzes are included with multiple question types
• Papers, essays, and presentations are included as assignments
• Peer reviews are a part of each assignment
• Discussion board and chat are used to assess critical, reflective thinking
Assessment • No assessment is given in or outside of the module
• Assessments occur as self‐test, quiz prior to the module
• Assessments occur as self‐test, quiz during the module
• Assessments occur as self‐test, quiz after the module
• Several assessment types are included
• With each assessment, feedback is provided for each answer
• With each assessment, feedback is provided for each question
• The feedback references content specific pages
• Multiple assessment types are included (i.e., self‐test, quiz, written assignments, discussion, chat, )
Group work • Interaction and communication are via email from student to instructor and instructor to student
• Interaction and communication occur with email from student to instructor, student to student, and instructor to student
• Interaction includes email, discussion
• Interaction and communication occurs during chat sessions
• Group work includes collaboration
• Group work utilizes shared workspace and communication tools