Roane State Community College

http://ctat.roanestate.edu/de-course-rubric-inst-design/

Rubric for Instructional Design and Delivery

BaselineEffectiveExemplary
Course offers limited opportunity for interaction and communication student to student, student to instructor and student to content.Course offers some opportunities for interaction and communication student to student, student to instructor and student to content.Course offers ample opportunities for interaction and communication student to student, student to instructor and student to content.
Click here to reveal a more detailed list of Best Practices for Communication, Interaction and Collaboration

Communication, Interaction and Collaboration

A.  Activities and Opportunities:

  • Student-to-Student
    • Learning activities and other opportunities are developed to foster student-to-student communication and/or collaboration.
    • Opportunities for students to interact with each other through group projects, teamwork, exchange of documents, discussions, peer review, or other activities.
  • Student-to-Instructor
    • Learning activities and other opportunities are developed to foster student-to-instructor communication and/or collaboration.
  • Student-to-Content
    • Learning activities and other opportunities are developed to foster student content interaction.

B. Organization and Management:

  • Types – Course offers separate forum for community, course questions, and content.
  • Organization – Discussions are organized in clearly defined forums and/or threads.
  • Access – Access is available to individuals and groups based upon discussion’s purpose, such as private conversations between student and instructor, group work, and class interactions.
  • Role – The instructor’s role in discussion activities is clearly defined. It is important to state your role when it comes to the discussion area, also to other assignments and activities. They sometimes have pictured in their mind what your role should be and it may not be the same as yours. So clear that up at the beginning and it will help with course evaluations.

C. Group work:

  • Task – When doing group work you need to make a statement of the group’s overall task and provide clear and concise outcomes that are appropriate, reasonable, and achievable.
  • Formation – Rules for forming groups and assigning roles within each are clearly stated.
  • Management – Benchmarks and expectations of group participation are clearly stated.
  • A statement of how, when, and where the final produce will be delivered is provided.

Learning outcome/course competencies are absent.Learning outcome/course competencies are unclear.Learning outcome/course competencies are clearly identified.
Click here to reveal a more detailed list of Best Practices for Learning Goals/Objectives/Outcomes

Learning Goals/Objectives/Outcomes

  • Course goals and objectives/outcomes are present and stated to the learner.
  • Module Objectives/Outcomes are clearly presented to the learner and are aligned with the larger course objectives.
Learning outcomes/course competencies are vague or incomplete and connections to learning activities are absent or unclear.Learning outcomes/course competencies are identified and connections to learning activities are implied.Learning outcomes/course competencies are identified and learning activities are clearly integrated and aligned with learning outcomes/course competencies.
Click here to reveal a more detailed list of Best Practices for Instructional Design

Instructional Design

A. Structure

  • Content is sequenced and structured – enables students to achieve the state goals.
  • Chunked so students learn the content.
  • The purpose of learning activities is clearly presented.

B. Use of Multimedia

  • Audio – Audio files have a specific purpose that does not distract from course goals and objectives.
  • Video – Video files have a specific purpose that does not distract from course goals and objectives.
  • All audio and video files are short and relevant to the course content. Long audio/videos should be segmented into clips no longer than 3 to 5 minutes).
  • Tools and media support the learning objectives.
  • Tools and media are appropriately chosen and appropriately varied to enhance student interactivity with course content.A
Course design does not clearly promote achievement of learning outcomes/course competencies.Course design adequately promotes achievement of learning outcomes/course competencies.Course design clearly promotes achievement of learning outcomes/course competencies.
Click here to reveal a more detailed list of Best Practices for Student Evaluation and Assessment

Student Evaluation and Assessment

A. Goals and Objectives

  • Aligned – Assessment and evaluation are aligned with learning objectives.
  • Communicated – Assessment and evaluation goals are clearly communicated.

B. Strategies

  • Method – Assessments and evaluations use multiple methods, such as quizzes, tests, discussion, essay, projects, presentations, and surveys.
  • Frequency – Assessments and evaluations are conducted on an ongoing basis throughout the course.
  • Tools – Assessment and evaluation tools are appropriate for measuring stated outcomes.
  • Readiness – A tool/reporting mechanism is provided to help determine students readiness for course. Somewhere in the “Getting Started” section of your course it is good to either give them the list of “are you ready to be an online learner” type of questions, send them to a site that talks about what it takes to be an online learner, or tell them the role of an online learner. Many students think online courses are easier and research shows they are harder and more time consuming. So the student knowing their role and the instructors’ role helps them to be clear about a lot of things that happen in an online course.
  • Academic integrity – Assessments and evaluations are designed and administered to uphold academic integrity.

C. Grades

  • Rubric – Explicit rubric, rationale, and/or characteristics are provided for each graded assignment.
  • FERPA – Defined course procedures for reporting grade information complies with FERPA and institutional regulations on reporting grade information to students. Your professors may know they can’t post a grade in the hall or classroom or outside their office but they need to be aware of all the FERPA and HEPPA laws especially dealing with online. Important to tell students where grades will be posted (in the grading center of D2L) and also where final grades will be posted (the university system). Also, no grades can go through emails. They just need to study FERPA and HEPPA laws it is very important so university does not get sued.
  • Grading Scale – A grading scale that defines letter grades and/or weights, if applicable, is provided.
  • Penalties – Penalties assessed to grades, if applicable, are provided.
  • Participation – Student participation is defined, and a mechanism for measuring quality and quantity is provided.
  • Extra Credit – A statement describing whether or not Extra Credit is available is provided, and any extra credit assignments are described in detail, including where, when, and how any extra credit will be administered and submitted. IF APPLICABLE.

D. Feedback

  • When – A statement explaining when students should receive feedback is provided. This is usually done in the classroom so it is important to add this when you post assignments. Not just due dates but when the professor expects to get back with the student with feedback.
  • What – A statement explaining what type of feedback students will receive is provided.
  • How – A statement explaining how feedback will be given is provided.

E. Management

  • Time – A statement of the time allocated for each assessment is provided.
  • Deadlines – A deadline for each activity is provided.
  • Availability – A date/time when each assessment will be available is provided.
  • Retake – A statement indicating whether or not the assessment can be retaken is provided.
  • Delivery Method – A description of the assessment delivery method is provided.
  • Submit – Instructions for completion and submission are provided.
Course design promotes learning through delivery based on a limited variety of teaching and learning styles.Course design promotes learning through delivery based on an adequate variety of teaching and learning styles.Course design promotes learning through delivery based on an ample variety of teaching and learning styles.
Click here to reveal a more detailed list of Best Practices for Instructional Strategies

Instructional Strategies

  • Multimodal Instruction
    • A variety of instructional deliver methods, accommodating multiple learning styles, are available throughout the course.
  • Knowledge Demonstration
    • A variety of ways for learners to demonstrate knowledge is provided.
  • Ice breaker
    • You have an activity for students and the instructor to introduce themselves.
  • Presentation
    • The selected tool for each activity is appropriate for effective delivery of the content.
Course provides limited or no activities to help students develop critical thinking and/or problem solving.Course provides some activities to help students develop critical thinking and/skills or problem-solving skills.Course provides multiple activities that help students develop critical thinking and problem-solving skills.

 

RSCC Online Peer Review (opens in new window)

DE Course Rubric – Org Design (opens in new window)

DE Course Rubric – Academic Integrity (opens in new window)