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Quality Matters Review Checklist (6th edition rubric)
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Course Number (e.g., ACCT-121-D1)
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Course Name (e.g., Princ of Acct I)
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Semester (e.g., Fall 2014)
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Instructor (e.g., Michael McKittrick)
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CriteriaStandardsYesNo
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1. Course Overview and Introduction
The course introduction sets the tone for the course, lets learners 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		Note: type an "x" in either column to indicate if individual standard has been met or not.
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1.2   Learners 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”
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1.3 Communication expectations for online discussions, email, and other forms of interaction are clearly stated.
-- Online Syllabus has a learner expectations section and link to the learner handbook
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1.4 Course and institutional policies with which the learner is expected to comply are clearly stated within the course, 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)
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1.5 Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.
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1.6 Computer skills and digital information literacy skills expected of the learner are clearly stated.
-- Using Canvas, email with attachments, word processing software, and others that pertain to your class.
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1.7 Expectations for prerequisite knowledge in the discipline and/or any required competencies are clearly stated.
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1.8 The self-introduction by the instructor is professional and is available online.
-- In addition, course reflects instructor’s voice and presence in a substantial and meaningful manner.
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1.9. Learners 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
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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
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2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable.
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2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.
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2.3 All learning objectives are stated clearly and written from the learners’ perspective and are prominently located in the course.
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2.4 The relationship between learning objectives/competencies and learning activities is clearly stated.
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2.5 The learning objectives/competencies are suited to the level of the course.
-- Use Bloom’s and taxonomies that describe levels of learning.
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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 learners’ mastery of the content, but also allows learners to measure their own learning throughout the course. 3.1 The assessments measure the achievement of the stated learning objectives or competencies.
-- Assignment must fit the assessment: essay for measuring writing skills, multiple choice test for terms/vocabulary, problem analysis for measuring critical thinking
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3.2 The course grading policy is stated clearly at the beginning of the course.
-- Include a list of all activities, test, projects, etc that will determine the learner’s final grade
-- Explain the relationship between the final letter grade and the learner's accumulated points and/or percentages
-- Grade item names and values match those in syllabus
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3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work, and their connection to the course grading policy is clearly explained.
-- Use rubrics or list of criteria with associated point values
-- Describe how participation in Discussions will be graded
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3.4 The assessments used are sequenced, varied, and suited to the level of the course.
-- Multiple types of assessment help the instructor become familiar with the learner’s work and discourage “proxy cheating”
-- Pace assessments evenly, at least every 2 weeks throughout the course
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3.5 The course provides learners with multiple opportunities to track their learning progress with timely feedback.
-- Learning games, draft papers with review, peer reviews, practice quizzes, samples and/or examples of successfully completed assignments are offered.
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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.
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4.2 The relationship between the use of instructional materials in the course and completing learning activities is 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.
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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 learners)
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4.4 The instructional materials represent up-to-date theory and practice in the discipline.
-- The instructional materials represent current thinking in the discipline.
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4.5 A variety of instructional materials is used in the course.
-- Instructor provides additional content to supplement publisher textbook and resource materials.
-- Course materials are robust and create a rich learning environment.
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CriteriaStandardsYesNo
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5.Learning Activities and Learner InteractionALIGNMENT
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Engaging learners to become active learners contributes to the learning process and to learner persistence 5.1 The learning activities promote the achievement of the stated learning objectives/competencies.
-- Design allows for experiential applications to/from learners’ lives, including reading assignments, learner presentations, labs, class discussions, case studies, role playing, tests, and so on
-- Course design guides learners through activities for practice, reflection, and engagement with the course content
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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-learner, content-learner, and if appropriate to the course, learner-learner interaction
-- Opportunities for engagement with others through activities such as discussions, group projects, debates, role-play, peer review (papers, blogs, learner designed web pages), chat, collaborative editing (wikis), web-conferencing, and online presentations
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5.3 The instructor’s plan for interacting with learners during the course is clearly stated.
-- Turn-around time for email, grade posting, etc
-- In addition to a grade or score, learners receive written feedback on assignments
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5.4 The requirements for learner interaction are clearly articulated.
-- Consider using rubrics to specify how these are evaluated
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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 learner’s learning experience and is easy to use, rather than impeding the learner’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
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6.2 Course tools promote learner engagement and active learning.
-- Interactive software and self-check exercises
-- Shared documents and wikis
-- Animations, simulations, games
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6.3 A variety of technology is used in the course.
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6.4 The course provides learners with information on protecting their data and privacy.
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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 learner services support.		7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain 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
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7.2 Course instructions articulate or link to the institution’s accessibility policies and services.
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7.3 Course instructions articulate or link to the institution’s academic support services and resources that can help learners succeed in the course.
-- 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
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7.4 Course instructions articulate or link to the institution’s learner services and resources that can help learners succeed.
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CriteriaStandardsYesNo
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8. Accessibility and Usability
The accessibility standard incorporates the principles of Universal Design for Learning (UDL) and is consistent with Web Content Accessibility Guidelines (WCAG). 		8.1 Course navigation facilitates ease of use.
-- Canvas controls some of the navigation by the course navigation menu and tool bar
-- Other components (links and so on) are within your control
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8.2 The course design facilitates readability.
-- Sufficient contrast is used in the font and background colors
-- Use of special fonts or special character sets is avoided
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8.3 The course provides accessible text and images in files, documents, LMS pages, and web pages to meet the needs of
diverse learners.
-- HTML documents and tagged PDF files are most accessible
-- Tables are used to organize and display data, and not for page layout/formatting
-- Use Accessibility Checker tool in Canvas
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8.4 The course provides alternative means of access to multimedia content in formats that meet the needs of diverse learners.
-- Media should be accompanied by closed-captions or a full-text transcript
-- Video clips, images and animations are captioned and have a text transcript.
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8.5 Course multimedia facilitate ease of use.
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8.6 Vendor accessibility statements are provided for all technologies required in the course.
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Criteria for Canvas CourseStandardsYesNo
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1. Course Home PageThe course has a home page.
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Clear instructions for learners 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]
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2. Course DesignThe Modules page contains:
-- Start Here module (or something similar) that provides introductory information and expectations for learners.
--All the links to readings, web sites, content pages, discussions, assignments, and quizzes that learners are to complete each week/unit
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The left menu Navigation links are removed for those tools that instructors are not using in their course
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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
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4. Grading / GradebookThe course gradebook contains only those items that instructors are using to assess learners' work. Extra unused, empty gradebook columns (which are aligned with the Assignments page) have been removed (by removing them from the Assignments page).
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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.
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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.
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YesNo
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TOTALS000This total should equal 51; 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 standards0%
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Comments:
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