2016Rubric for Online ClassDesign

Best Educational Practice / 0 - Not Present / 1 - Developing / 2 - Competent / 3 - Exemplary
Class Introduction and Overview
1 / Students have clear instructions on how to get started and where class components are located (i.e., class overview, navigation instructions, read me first, start here, FAQs, etc.). / Starting instructions are not present. / Starting instructions are provided in an easy to find location and are appropriately named. / Starting instructions are enhanced with visual and auditory elements (i.e, screenshots, course map, video, etc.).
2 / Welcome Message is posted. / Welcome message is not present. / Welcome message is posted. / Welcome message (audio or video) is posted.
3 / Students understand how class is structured and should be carried out (i.e., use of clearly defined class modules/units/chapters, use of logically organized class schedule with due dates, etc.). / Class structure is not present. / Class structure is well-organized and easy to navigate.
4 / Syllabus/Addendum is easily located and contains all information (from template) including College policies which students are expected to adhere to (i.e., pre-requisite skills, required text(s), acceptable use, student conduct, attendance, etc.). / Syllabus/ addendum is not present. / A syllabus/ addendum is provided. / The DSC syllabus template is provided (or provided as an addendum).
5 / Instructor contact information is provided that contains:
  • phone number and email
  • office location and office hours (if applicable)
/ Instructor contact information is not present. / Instructor contact information is provided.
6 / Minimum technical requirements are clearly stated. This should include (but is not limited to):
  • features in Falcon Online
  • email expectations
  • software expectations (Word, Excel, Powerpoint, etc.)
  • access to Publisher content (if applicable)
/ Minimum technical requirements are not present. / Minimum technical requirements are stated.
7 / The following policies are clearly stated (or a link is provided):
  • Academic Integrity
  • Withdrawing from an online course
  • Receiving an Incomplete
/ No policies are stated or one policy is stated. / Exactly two policies are stated. / All three policies are stated.
Best Educational Practice / 0 - Not Present / 1 - Developing / 2 - Competent / 3 - Exemplary
Learning Objectives
8 / Student Learning Outcomes are listed. / Student Learning Outcomes are not present. / Student Learning Outcomes are listed. / Relationship between student learning outcomes and class activities/assessment is clearly stated.
Assessment and Progress
9 / Grading policy is stated clearly (including full explanation of grade calculation, especially the relationship between points, percentages, weights, letter grades, etc.). / Grading policy is not present. / Grading policy is stated but not clearly explained. / Grading policy is stated and clearly explained. / Grading policy is stated and clearly explained, including a numerical example of a grade calculation.
10 / Late work/make-up work policies for each assessment type are stated clearly. / Late/make-up work policies are not present. / Only some late/make-up work policies are stated. / All late/make-up work policies are stated and clearly explained.
11 / Criteria for assessment/evaluation is given (i.e., rubric, list including associated point values, how assessment will be graded, grading scale for various performance levels, netiquette expectations, etc.). / Assessment/ evaluation criteria is not stated. / All assessment/ evaluation criteria is stated and some are clearly explained. / All assessment/ evaluation criteria is stated and clearly explained. / All assessment/ evaluation criteria is stated and clearly explained and students have opportunities for self-assessment (e.g., self-check quizzes/activities with feedback, best practice examples, sample answer keys, peer reviews, etc.).
12 / Assessment techniques are varied in order to accommodate multiple learning preferences. Multiple different techniques should be used.
  • Examples of different techniques could include (but are not limited to) discussions, group work, case studies, papers, peer evaluations, quizzes/exams, projects, presentations, etc.
/ Assessment techniques are not present. / Assessment techniques are limited and/or consist of the same type. / Assessment techniques are adequate and consist of at most two types. / Assessment techniques are ample and consist of more than two types.
Best Educational Practice / 0 - Not Present / 1 - Developing / 2 - Competent / 3 - Exemplary
13 / Assessments are listed in the grade book in Falcon Online (or other online grade book such as a Publisher website, etc.). / No assessments are listed in an online grade book. / Some assessments are listed in an online grade book. / All assessments are listed in an online grade book.
Communication/Interaction
14 / Instructor communication policy is provided. This includes:
  • Preference for email versus voicemail
  • voicemail/email response time
  • posting of assignment feedback and/or grades
/ Instructor communication policy is not present. / Instructor communication policy is provided and clearly explained.
15 / Activities provide opportunities for interaction between student and instructor, student and content, and if appropriate, student and student.
  • Activities for student-instructor interaction could include instructor feedback on an assignment, synchronous or asynchronous discussion boards, etc.
  • Activities for student-content interaction could include assigned readings (textbook, article, online, etc.), workbook or online exercise, etc.
  • Activities for student-student interaction could include group discussions, group projects, group assignments, peer critiques, etc.
/ Activities for interaction between student and instructor, student and content, and/or student and student are not present. / Limited (two) activities for interaction between student and instructor, student and content, and/or student and student are provided. / Adequate (three) activities for interaction between student and instructor, student and content, and/or student and student are provided. / Ample (four) activities for interaction between student and instructor, student and content, and/or student and student are provided.
Active Learning and Critical Thinking
16 / Activities support active learning and develop critical thinking skills.
  • Examples could include (but are not limited to) collaboration activities involving two or more students, peer review, reflective journals, games/puzzles and simulations, case studies, discussions, etc.
/ Activities for students to participate in active learning and develop critical thinking skills are not present. / Limited (two) activities for students to participate in active learning and develop critical thinking skills are provided. / Adequate (three) activities for students to participate in active learning and develop critical thinking skills are provided. / Ample (four) activities for students to participate in active learning and develop critical thinking skills are provided.
Learner Support
17 / Information for accessibility policies and services is provided (e.g., Student Disability Services). / Accessibility information is not present. / Phone number for Student Disability Services is provided. / Web address to Student Disability Services is provided.
Best Educational Practice / 0 - Not Present / 1 - Developing / 2 - Competent / 3 - Exemplary
18 / Information for Technical Support is provided (i.e., Falcon-Aid Student Help Desk). This could additionally include publisher information if using an outside website in your class. / Technical Support information is not present. / Technical Support information is provided.
19 / Information for Student Support Services is provided (i.e., Academic Support Center, Writing Center, Library, etc.). / Student Support Services information is not present. / Student Support Services information is provided.
Usability
20 / Broken links have been revised or removed (this includes errors when opening or downloading documents).
Unused LMS features are disabled so that students do not try to use them. / More than three broken links (including errors when opening or downloading documents) and/or enabled unused features. / Two or three broken links (including errors when opening or downloading documents) and/or enabled unused features. / One broken link (including errors when opening or downloading documents) or enabled unused features. / All links are working (including no errors when opening or downloading documents) and unused features are disabled.
21 / Information is presented without spelling/grammar errors. / Grammatical errors and numerous typing errors are present. / Basic principles of grammar are followed with numerous typing errors. / Basic principles of grammar are followed with few typing errors. / Basic principles of grammar are followed with no typing errors.