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SDBOR QA Rubric (rev. 2020)
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About the SDBOR Online 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, as well as how the student will be successful in the course.
I.3 The instructor facilitates and participates in an interactive introduction activity with students during the first week of the course.
I.4 Netiquette expectations with regard to discussions and course communication are clearly stated.
I.5 Minimum technology requirements, minimum student skills, and, if applicable, prerequisite knowledge in the discipline, are clearly stated.
II. Learning Outcomes
II.1 The course provides outcomes that are measurable.
II.2 The learning outcomes address content mastery, critical thinking skills, and core learning skills.
II.3 The learning objectives of the course are clearly stated and...
II.4 Learning outcomes are articulated and specified on the module/unit level.
III. Assessment & Measurement
III.1 The types of assessments selected measure the stated learning outcome
III.2 The grading policy is transparent and easy to understand.
III.3 Assessments and measurement strategies provide timely and detailed 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 outcomes, 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, are easily accessible to and usable by the student, and are consistent in organization.
IV.3 The course design includes instructional materials presented via mult
IV.4 All resources and materials used in the online course are appropriately cited and sourced.
IV.5 The purpose of the course elements (content, instructional methods, technologies, and course materials) is evident.
V. Learner Interaction
V.1 The learning activities promote the achievement of stated learning outcomes.
V.2 Learning activities foster regular and substantive instructor-student i
V.3 The expectations of the instructor are clearly defined, including how, when, and where the instructor will interact with students.
V.4 The importance and real-world significance of the subject matter is clearly demonstrated and, if possible, connected to students' backgrounds.
V.5 The requirements for course interaction are clearly articulated.
VI. Course Technology
VI.1 The tools and media support the learning outcomes 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 If utilized, third-party tools/content are easily accessible to students, and clear instructions are provided to articulate how to access/utilize them.
VI.4 The tools and media are compatible with existing standards of delivery modes.
VII. Learner Support
VII.1 Course instructions articulate or link to clear descriptions of academic, student, and technical support services offered.
VII.2 If third-party tools and/or content are utilized by the course, clear instructions are provided to students on how they will receive support for these tools.
VII.3 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.
VIII.2 If any third-party tools and/or content are utilized by the course, they are compliant with accessibility standards, or equally effective accessible alternatives are provided.
VIII.3 The course is compliant with current accessibility standards.
History of the SDBOR Online QA rubric
References
Changelog
Editable Rubric
How to Write Great Learning Objectives
System QA Review Baselines
SDBOR QA Rubric (rev. 2020)
System QA Review Baselines
Below are the baselines that will be used during the system-level QA review process.
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