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Quality Matters Review Checklist (6th Edition - rubric)
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Course Number (e.g., ACCT-121-D1)IADL 1110
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Course Name (e.g., Princ of Acct I)Information And Digital LiteracyNote: type an "x" in either column to indicate if individual standard has been met or not.
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Semester (e.g., Fall 2014)n/a (This is a hypothetical course)
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Instructor Sarah Hood
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CRNn/a (This is a hypothetical course)
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CriteriaStandardsYesNoNOTES
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1. Course Overview and Introduction
The course introduction sets the tone for the course, lets students know what to expect, and provides guidance to ensure they get off to a good start.		1.1   Instructions make clear how to get started and where to find various course components.
-- Course syllabus
-- “Read Me First” and “Start Here”
-- Course tour or scavenger hunt
-- Clear statements about how to get started
-- Graphical table showing online and face-to-face components of hybrid course		XHome, Syllabus, Video: How to navigate this course
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1.2   Students are introduced to the purpose and structure of the course.
-- Course schedule, delivery (online/hybrid), modes of communication, types of learning activities, how learning will be assessed
-- Titles/word choice matters: “Course Introduction,” “Welcome from the Instructor,” Start Here,” “Course Schedule,” “Course Calendar” 		XSyllabus, Home
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1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.
-- Online Syllabus has netiquette section and link to the student handbook		XSyllabus, Home
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1.4 Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided.
-- Consider and state both institution policies (i.e., code of conduct and academic integrity/dishonesty) and instructor policies (i.e., late work)		XSyllabus, Home
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1.5 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated. XSyllabus
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1.6 Minimum technical skills expected of the student are clearly stated.
-- Using Canvas, email with attachments, word processing software, and others that pertain to your class.		XSyllabus, Home
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1.7 The self-introduction by the instructor is appropriate and is available online.
-- In addition, course reflects instructor’s voice and presence in a substantial and meaningful manner.		XHome
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1.8 Students are asked to introduce themselves to the class.
-- Discussions and other Canvas tools lend themselves to introductions.
-- In blended classes, this should also be available online		XWeek 1
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CriteriaStandardsYesNo
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2. Learning Objectives
The learning objectives establish a foundation upon which the rest of the course is based.		ALIGNMENT
2.1 The course learning objectives describe outcomes that are measurable. 		XSyllabus
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ALIGNMENT
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2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. XPresent at beginning of each module ("Overview, Objectives and Checklist") Wk 3, Objs 3: *How* will they be demonstrating that?
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2.3 All learning objectives are stated clearly and written from the students’ perspective.XSyllabus, Present at beginning of each module ("Overview, Objectives and Checklist")
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2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. X Present at beginning of each module ("Overview, Objectives and Checklist") in the Checklist
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2.5 The learning objectives are appropriately designed for the level of the course.
-- Use Bloom’s and taxonomies that describe levels of learning.		X
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CriteriaStandardsYesNo
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3. Assessment and MeasurementALIGNMENT
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Assessment is implemented in a manner that not only allows the instructor a broad perspective on the students’ mastery of the content, but also allows students to measure their own learning throughout the course. 3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
-- Assignment must fit the assessment: essay for measuring writing skills, multiple choice test for terms/vocabulary, problem analysis for measuring critical thinking		X1. Discussion typically require students perform a task, reflect on it, then comment on/interact with each other. 2. FP check-ins typically require students to implement/employ the skill(s) learned that week. 3. Quizzes will assess students' recall of content.
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3.2 The course grading policy is stated clearly.
-- Include a list of all activities, test, projects, etc. that will determine the student’s final grade
-- Explain the relationship between the final letter grade and the student’s accumulated points and/or percentages
-- Grade item names and values match those in syllabus		XSyllabus, Grades
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3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy.
-- Use rubrics or list of criteria with associated point values
-- Describe how participation in Discussions will be graded.		XSee these two rubrics: 1) Wk 3 Discussion #2 and 2) Final Project Topic Proosal
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3.4 The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed.
-- Multiple types of assessment help the instructor become familiar with the student’s work and discourage “proxy cheating”
-- Pace assessments evenly, at least every 2 weeks throughout the course		XYes. Twice-weekly discussions, periodic FP check-ins, and weekly Quizzes
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3.5 Students have multiple opportunities to measure their own learning progress.
-- Learning games, draft papers with review, peer reviews, practice quizzes, samples and/or examples of successfully completed assignments are offered.		XLow-point/low-stakes quizzes are there; FP check-ins are there.
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CriteriaStandardsYesNo
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4.Instructional MaterialsALIGNMENT
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The instructional materials form the core of the course, and these standards respect the instructor’s prerogative in selecting them. The focus of this standard is on supporting the course objectives and competencies, rather than on qualitative judgments about the materials. 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.
-- Materials, resources, and learning objectives for the course align in a clear and direct way.		XEach module has a "Overview, Objectives and Checklist" area where all tasks/activities were listed
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4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.
-- Links to websites are self-evident or contain explanations for their use.
-- Games, exercises, assignments, and other materials are self-evident or contain explanations of the purpose for use.		X
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4.3 All resources and materials used in the course are appropriately cited.
-- Images, graphics, websites, and materials are identified according to copyright and intellectual property policies.
-- Media or documents from third parties that have been licensed for use in course are accompanied by an electronic copy of that agreement within the course files (licenses and releases do not need to be visible to students)		X
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4.4 The instructional materials are current.
-- The instructional materials represent current thinking in the discipline.		X
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4.5 The instructional materials present a variety of perspectives on the course content.
-- Instructor provides additional content to supplement publisher textbook and resource materials.
-- Course materials are robust and create a rich learning environment.		X
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4.6 The distinction between required and optional materials is clearly explained.
-- This information should be provided prior to or at the beginning of the class.		XNo optional materials are used. Everything is required.
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CriteriaStandardsYesNo
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5. Learner Interaction and EngagementALIGNMENT
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Engaging students to become active learners contributes to the learning process and to student persistence 5.1 The learning activities promote the achievement of the stated learning objectives/outcomes.
-- Design allows for experiential applications to/from students’ lives, including reading assignments, student presentations, labs, class discussions, case studies, role playing, tests, and so on
-- Course design guides students through activities for practice, reflection, and engagement with the course content		XYes. This is most prevalent in the Discussions
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5.2 Learning activities provide opportunities for interaction that support active learning.
-- Appropriate, specific, and descriptive discussion topics with initial message by instructor and clear instructions
-- Learning activities foster instructor-student, content-student, and if appropriate to the course, student-student interaction
-- Opportunities for engagement with others through activities such as discussions, group projects, debates, role-play, peer review (papers, blogs, student designed web pages), chat, collaborative editing (wikis), web-conferencing, and online presentations		XYes. This is most prevalent in the Discussions (S-S and some I-S). Readings and Videos provide C-S. FP check-ins provide I-S.
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5.3 The instructor’s plan for classroom response time and feedback is clearly stated.
-- Turn-around time for email, grade posting, etc.
-- In addition to a grade or score, students receive written feedback on assignments		XSyllabus
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5.4 The requirements for student interaction are clearly articulated.
-- Consider using rubrics to specify how these are evaluated		XSee rubric for Wk 3 Discussion #2
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CriteriaStandardsYesNo
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6. Course TechnologyALIGNMENT
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The technology enabling the various course components facilitates the student’s learning experience and is easy to use, rather than impeding the student’s progress.6.1 The tools and media support the course learning objectives.
-- Tools include discussion, chats, wikis, blogs, grades, and interactive elements
-- Media include video, animations, podcasts, and typically one-way delivery
-- These are not required, but when used must align		X
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6.2 Course tools and media support student engagement and guide the student to become an active learner.
-- Interactive software and self-check exercises
-- Shared documents and wikis
-- Animations, simulations, games		XYes: Quizzes, the FP/FP check-ins. Idea: allow students to peer review or see the url of each others' GS
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6.3 Navigation throughout the online components of the course is logical, consistent, and efficient.
-- Canvas controls some of the navigation by the tool bar
-- Other components (links and so on) are within your control		X
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6.4 Students can readily access the technologies required in the course.
-- Hardware, software, subscriptions, and plug ins must be easily obtainable.		X
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6.5 The course technologies are current.
-- Web conferencing, Mobile apps, Wikis, Blogs, Simulations, Social media
-- And more!		X
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CriteriaStandardsYesNo
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7. Learner Support
In the learner support standard, four different kinds of support services are addressed: technical support, accessibility support, academic services support, and student services support.		7.1 The course instructions articulate or link to a clear description of the technical support offered and how to access it.
-- Email link to tech support or help desk
-- Phone number for tech support or help desk
-- Links to publisher materials
-- Links to tutorials
-- Link to FAQs		XHome, Syllabus
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7.2 Course instructions articulate or link to the institution’s accessibility policies and services.XHome, Syllabus
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7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help students succeed in the course and how students can access the services.
-- Include link to Academic Support
-- Links to online orientations
-- Link to the library, and how to access materials
-- Link to guides to conducting research, writing papers, and citing sources		XHome, Syllabus
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7.4 Course instructions articulate or link to an explanation of how the institution’s student support services can help students succeed and how students can access the services. XHome, Syllabus
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CriteriaStandardsYesNo
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8. Accessibility
The accessibility standard incorporates the principles of Universal Design for Learning (UDL) and is consistent with Web Content Accessibility Guidelines (WCAG). 		8.1 The course employs accessible technologies and provides guidance on how to obtain accommodation.
-- Course Modules are identified with clear and descriptive titles
-- Documents are well structured with appropriate machine-readable headings
-- Documents which must be edited and returned to students should be in a widely available format (unless specific software is noted at time of registration).
-- Alternative assignments are provided for any activities or content which cannot be delivered in a fully accessible format.		X
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8.2 The course contains equivalent alternatives to auditory and visual content.
-- Media should be accompanied by closed-captions or a full-text transcript
-- Video clips, images and animations are captioned and have a text transcript.		XA link to Accessibility Services accompanies every video.
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8.3 The course design facilitates readability and minimizes distractions.
-- Sufficient contrast is used in the font and background colors
-- Use of special fonts or special character sets is avoided		X
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8.4 The course design accommodates the use of assistive technologies.
-- HTML documents and tagged PDF files are most accessible
-- Tables are used for layout and to organize data		X
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SFCC CriteriaSFCC StandardsYesNo
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1. Course Home PageThe course has a home page.X
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The home page elements are present.X
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Clear instructions for students are included on the home page:
-- where to begin and what to do first
-- how the course is structured
-- how to get help
-- how to contact the instructor
[NOTE: The home page should NOT be used by instructors to deliver instructional content or to make announcements.]		X
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2. Course DesignThe Modules page contains:
-- a Start Here module (or something similar) that provides introductory information and expectations for students.
-- all the links to readings, web sites, content pages, discussions, assignments, and quizzes that students are to complete each week/unit.		X
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The left menu Navigation links are removed for those tools that instructors are not using in their course.X
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3. Course SyllabusA complete course syllabus is found:
-- on the Syllabus link (left menu), OR
-- as a link on the Modules page, OR
-- as a link on the home page.		X
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4. Grading / GradebookThe course gradebook contains only those items that instructors are using to assess students' work. Extra unused, empty gradebook columns (which are aligned with the Assignments page) have been removed (by removing them from the Assignments page).X
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If the Assignments page (and thereby the gradebook) is set up with weighted assignments/categories, the percentages align with the instructor's course syllabus.X
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If the instructor has chosen to use a Canvas Grading Scheme (in the course's Settings, left menu), the grading scheme selected aligns with the grading scheme in the instructor's course syllabus.X
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The instructor is using the Gradebook consistently.X
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The instructor is using the Attendance feature consistently.X
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YesNo
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TOTALS49150This number should equal 50; if it does not, one of the standards above does not have an "x" in it.
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Percent of course that meets QM standards98%
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