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Quality Assurance Rubric (rev. 2008)
QA Rubric
About the EUC QA rubric
General Review Standards
I. Course Overview & Introduction
I.1 Navigational instructions make the organization of the course easy to understand.
I.2 A statement introduces the student to the course and to the structure of the student learning.
I.3 Netiquette expectations with regard to discussions and email communication are clearly stated.
I.4 The self-introduction by the instructor is appropriate.
I.5 If appropriate, students are requested to introduce themselves to the class.
I.6 Minimum technology requirements, minimum student skills, and, if applicable, prerequisite knowledge in the discipline, are clearly stated.
II. Learning Objectives
II.1 The course learning objectives describe outcomes that are measurable.
II.2 The learning objectives address content mastery, critical thinking skills and core learning skills.
II.3 The learning objectives of the course are clearly stated and understandable to the student.
II.4 Instructions to students on how to meet the learning objectives are adequate and easy to understand.
II.5 The learning objectives of the course are articulated and specified on the module/unit level.
III. Assessment & Measurement
III.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
III.2 The grading policy is transparent and easy to understand.
III.3 Assessments and measurement strategies provide feedback to the student.
III.4 The types of assessments selected and the methods used for submitting assessments are appropriate for the distance-learning environment.
III.5 If appropriate, self-check practice types of assignments are provided for quick student feedback.
IV. Resources & Materials
IV.1 The instructional materials support the stated learning objectives. and have sufficient breadth, depth, and currency, for the student to learn the subject.
IV.2 Instructional materials are presented in a format appropriate to the online environment, and are easily accessible to and usable by the student.
IV.3 The purpose of the course elements (content, instructional methods, technologies, and course materials) is evident.
IV.4 The instructional materials, including supporting materials--such as manuals, videos, audio, and computer software--are consistent in organization.
IV.5 All resources and materials used in the online course are appropriately cited.
V. Learner Interaction
V.1 The learning activities promote the achievement of stated objectives and learning outcomes.
V.2 Learning activities foster instructor-student, content-student, and if appropriate to this course, student-student interaction.
V.3 Clear standards are set for instructor response and availability (turn-around time for email, grade posting, etc.).
V.4 The requirements for course interaction are clearly articulated.
VI. Course Technology
VI.1 The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.
VI.2 The tools and media enhance student interactivity and guide the student to become a more active learner.
VI.3 Technologies required for this course are either provided or easily downloadable.
VI.4 The tools and media are compatible with existing standards of delivery modes.
VI.5 Instructions on how to access resources at a distance are sufficient and easy to understand.
VI.6 Course technologies take advantage of existing economies and efficiencies of delivery.
VII. Learner Support
VII.1 The course instructions articulate or link to a clear description of the technical support offered.
VII.2 Course instructions articulate or link to an explanation of how the institution's academic support system can assist the student in effectively using the resources provided.
VII.3 Course instructions articulate or link to an explanation of how the institution's student support services can assist the student in effectively using the resources provided.
VII.4 Course instructions articulate or link to tutorials and resources that answer basic questions related to research, writing, technology, etc.
VIII. Accessibility
VIII.1 The course acknowledges the importance of ADA requirements.
History of the EUC QA rubric
Quality Assurance Rubric (rev. 2008)
VIII. Accessibility
The course acknowledges the importance of ADA requirements.
(Essential Standard -- 3 points)
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