CVC & Peralta Rubrics

The 14 elements for quality course design in this section address how content is organized and accessed in the course management system. Key elements include course navigation, learning objectives, and access to student support information.

Unit-Level Objectives 

• A1 Placement of Objectives: Unit objectives are consistently placed and easy to locate in each unit.

• A2 Clarity of Objectives: Unit objectives are written in language that is student-centered.

• A3 Alignment of Objectives: The connections between content and learning unit objectives are made explicitly clear to students.

Use of the Course Management System (CMS)

• A4 Course Navigation: Clearly labeled tutorial materials explaining how to navigate the specific course are included.

• A5 Unit-Level Chunking: Learning units or modules are consistently structured and sequenced to reduce cognitive load.

• A6 Page-Level Chunking: Page content uses descriptive headings and subheadings that enhance student understanding.

• A7 Effective Use of CMS Tools: CMS Tools are used to provide integrated and innovative learning materials and activities.

• A8 Effective Use of Multimedia: Multimedia is used creatively throughout the course to facilitate student-centered learning.

Learner Support

• A9 Instructions: Instructions are directly embedded with the content.

• A10 Learning Support: Frequent individualized learning opportunities are provided throughout the course.

• A11 Learner Feedback: There are opportunities to give anonymous feedback both during course delivery and after course completion.

Institutional Support

• A12 Course Policies: Policies relevant for learner success (such as academic honesty, course drop/withdrawal, late work) are included and easy to find.

• A13 Student Services: Links to institutional services (such as disability services, online counseling, online tutoring, etc.) are included and clearly labeled.

• A14 Technology Support: Technology support is explained to students and relevant contact information and/or links are easily found.

For more info on putting the elements here into practice, visit the Toolkit's section on Course Design.

The six elements in this section address instructor-initiated and student-initiated communication. Key elements of quality course design covered in this section include regular effective contact, both between and among instructors and students.

Instructor Contact

• B1 Pre-Course Contact: Instructor initiates contact prior to or at the beginning of the course and provides resources to help students successfully start.

• B2 Regular Effective Contact: The course design includes regular instructor-initiated contact with students using CMS communication tools and a clear explanation of when and how communication will happen.

• B3 Student-Initiated Contact: Students are encouraged to initiate contact with instructor through easily accessed contact information that includes expected response time.

Student-to-Student Contact

• B4 Student-Initiated Contact with Other Students: The course makes a variety of tools and methods available for student-initiated interaction.

• B5 Regular Effective Contact Among Students: The design and facilitation of student interaction is responsive to the variety of cultures and communication styles in the learning community.

• B6 Participation Levels: Guidelines explaining required levels of student participation (rubric or equivalent grading document) are consistently provided.

For more info on putting the elements here into practice, visit the Toolkit's section on Course Facilitation.

The eight elements in this section address the variety and effectiveness of assessments within the course. Key elements include the alignment of objectives and assessments, the clarity of instructions for completing activities, and evidence of timely and regular feedback.

Effective Assessment

• C1 Authenticity: Assessments are designed to mimic authentic environments to facilitate transfer.

• C2 Validity: Assessments match the objectives and learners are directed to appropriate adjective(s) for each assessment.

• C3 Variety: Both formative and summative assessments are used throughout the course.

• C4 Frequency: Frequent assessments occur at regular intervals, providing students with timely feedback on learning and performance.

Guidance and Feedback

• C5 Rubrics/Scoring Guide: Rubrics and/or descriptive criteria for desired outcomes are included for assessment activities, including models of "good work."

• C6 Assessment Instructions: Instructions are written clearly and with detail to ensure understanding.

• C7 Feedback: Students are given clear instructions on accessing and applying feedback.

• C8 Self-Assessment: There are regular opportunities throughout the course for student self-assessment that encourage students to seek timely additional help.

For more info on putting the elements here into practice, visit the Toolkit's section on Course Assessments.

The 16 elements in this section are reviewed to determine if a student using assistive technologies will be able to access the instructor’s course content as required by Section 508 of the Rehabilitation Act of 1973 (also known as “508 Compliance”). The accessibility elements in Section D focus on instructor-generated content that is primarily under the control of faculty when developing a course.

Formatting

• D1 Heading Styles: Heading styles are consistently used to aid navigation through the course when using assistive technology. Heading levels (Heading 1, Heading 2, etc.) are used in correct order. Fonts, colors, and formats (bold, italics, etc.) are not used in lieu of heading styles.

• D2 Lists: Lists are created using the bullet or numbered list tool instead of being formatted manually so that lists are recognized when using a screen reader.

• D3 Links: Links are identified with meaningful and unique text in place of displaying the URL.

• D4 Tables: Column and/or row header cells are designated so that screen readers can read table cells in the correct order. A table caption is included for more complex tables.

• D5 Color Contrast: There is sufficient color contrast between the foreground text and background to avoid difficulties for students with low vision.

• D6 Color & Meaning: Color is not used as the only means of conveying information, adding emphasis, indicting action, or otherwise distinguishing a visual element.

• D7 Images: All images have appropriate alternative text, either explaining instructional value or indicating the image is decorative. Alternative text does not contain “image of”, “picture of” or file extension (e.g., “.jpg”).

• D8 Reading Order: Reading order is correctly set so that content is presented in the proper sequence when using screen readers and other assistive technologies.

• D9 Slides: Slides are created using built-in accessible slide layouts with each slide having a unique title. All text is visible in Outline View to be sure that it can be read by assistive technology.

• D10 Spreadsheets: Spreadsheets include labels for the rows and columns, detailed labels for charts, and are accompanied by textual descriptions that draw attention to key cells, trends, and totals.

Accessibility Checkers

• D11 Accessibility Checkers: Files and content pages pass any built-in accessibility check available in the software (PDFs, spreadsheets, Canvas content, etc.).

Audio & Video

• D12 Video: All video must have accurate captions. If a video has no audio or instructionally relevant soundtrack, a note explaining that should accompany the video.

• D13 Audio: Audio files must be accompanied by complete and accurate transcripts.

• D14 Flashing Content: Blinking or flashing content, including gifs, should only be used if instructionally needed and not merely for decoration or emphasis. Flashing content must not flash more than three times in any one second period or exceed the general and red flash thresholds.

• D15 Live Captions: Live broadcast and synchronous video conferences must include a means for displaying synchronized captions if requested.

• D16 Auto-Play: Audio and video content should not be set to auto-play. If any audio on a web page does auto-play for more than three seconds, a mechanism must be available to pause, stop, and control the volume.

The Peralta Equity Rubric is a research-based course (re)design evaluation instrument to help teachers make online course experiences more equitable for all students. The eight elements below are meant to be used in conjunction with Sections A-D of the CVC Rubric.

• E1 Technology:  Course structure & activities mitigate digital divide and technology access issues by (a) clarifying how required technologies support learning, and (b) providing alternative pathways to complete course activities if students face barriers.

• E2 Student Resources & Support: Course highlights the ways that student services support student wellness and success.

• E3 Universal Design for Learning (UDL): Course content and activities are aligned with core principles of UDL-- i.e., multiple means of representation, action & expression, and/or engagement.

• E4 Diversity & Inclusion: Communications and activities demonstrate that students’ diverse identities, backgrounds, and cultures are valued.

• E5 Images & Representation: Images and representations in the course reflect broad diversity; exceptions are explained and discussed. 

• E6 Human Bias: Students analyze and discuss human biases as part of course activities.

• E7 Content Meaning: Students connect course content to their identities, backgrounds, and cultures, and/or the identities, backgrounds, and cultures of others.

• E8 Connection & Belonging: Students connect with other class participants, college or community members, and/or professionals in the field.