MVCR Course Improvement Rubric
| Rubric Descriptions – Please rate the course based on the following descriptions | |
| Exemplary | A model of best practice as related to this criterion |
| Accomplished | Excellent implementation; comparable to other examples |
| Promising | Good implementation; however lacking in depth or detail |
| Incomplete | Partial implementation of this criterion; additional work needed |
| Not Evident | Unable to locate examples specific to this criterion |
| Not Appropriate | This criterion has little or no relevance for this course |
Course: ____________________
| Structure / Framework of the Course | |
| Criterion | Ranking |
| Course home page has appropriate links and announcements and is inviting and motivating | |
| Course menu (or other method of accessing tools and content) contains links to appropriate course tools and content and is well organized. | |
| Provision is made to solicit and present biographies of the participants | |
| Comments
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| Orientation | |
| An orientation is available with appropriate technology tutorials and community building activities | |
| Is the bio of the instructor available and appropriate? | |
| Is there an ice breaker of some kind? Was it appropriate for the level of the learner? | |
| Comments:
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| Syllabus | |
| Course title, instructors’ names, contact information are provided | |
| Course prerequisites and special technical requirements are provided and available before the course begins as well as during the course | |
| Course objectives or expected outcomes; what students can expect to learn by completing the course are included before and during the course | |
| Required texts or materials not available within the course are listed | |
| Explanation of grading criteria and components of total grade; a list of all quizzes, graded assignments and forms of class participation with grade percentages or points; criteria for a passing grade; policies on late assignments | |
| Participation standard; minimum standard for participation in discussion either by number of posts or length. Standards of quality of participation. Goals for online collaboration are stated. | |
| Explanation of course geography and procedures: how the online classroom is organized; how students should proceed each week for course activities; how to label assignments sent by e-mail; where to post materials in the classroom; any special instructions | |
| Week by week schedules; topics, assignments, readings, quizzes, activities, and web resources for each week or modules, with specific dates specified. Or other acceptable method for revealing content | |
| Comments
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| Lessons | |
| Modules are organized in a logical/consistent sequence (e.g. Gagné’s Nine Steps, Constructivist, or other appropriate model | |
| There is an appropriate use of introductions and summaries to assist learners in maintaining focus and understanding | |
| Lesson objectives are stated, include measurable criteria, are S.M.A.R.T., objectives are written at the appropriate level of Bloom’s taxonomy. | |
| Information is chunked or segmented in a way that clarifies the content presented. | |
| Content is presented in multiple formats (e.g. text, graphics, audio, etc.) | |
| Content is made available via content modules, and/or links to external resources. | |
| Content modules are enhanced through appropriate use of affiliated tools. | |
| Course uses, or attempts to use, real-time features such as chat rooms and whiteboards. | |
| Comments
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| Activities | |
| Active learning strategies are employed | |
| Activities address multiple intelligences of students | |
| Assignments encourage students to employ critical thinking strategies | |
| Assignments provide students with ample opportunities to practice and apply concepts and skills in realistic and relevant ways. | |
| Interaction among learners and instructor is encouraged | |
| Detailed information about assessment of assignments is provided. | |
| Modes of feedback are described | |
| Time duration for electronic feedback is provided | |
| Assessments are linked to the objectives | |
| Assignments/activities requiring the use of technology clearly explain how the technology is to be used by participants | |
| Instructions for assignments are clearly communicated | |
| Rubrics re used to evaluate assignments and discussion. Rubrics are detailed enough to be useful for both instructors and students. | |
| Comments
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| Evaluation | |
| Formative evaluation is conduced through ongoing feedback | |
| Summative evaluation is conducted | |
| Recommendations
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