Download Guidelines for BC Quality Online Course Rubric

yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Guidelines for BC Quality Online Course Rubric
The BC Quality Online Course Rubric is based on the Five Star Rubric for Online Instruction developed by the University of West Georgia. That
rubric itself is based on a number of well-researched national rubrics. The standards in the rubric reflect best practices for how online courses
should be built. The rubric allows for great creativity and freedom in how courses are designed, but does require that certain standards be
applied to all courses. Within those standards, course designers have freedom in how to build a course.
The Rubric is comprised of four categories, and within each, there are specific standards to be met.
Course Introduction and Information
Learning materials and content
Assessment and evaluation
Course technology and accessibility
The BC Quality Online Course Rubric is to be used by faculty to guide the development of a new course or a course being redesigned.
Subsequently, the Rubric serves as a checklist for Course Design Groups to use in evaluating courses. When a course is submitted for evaluation,
group members review assigned courses individually or as a group. Then as a group, they mark a Rubric form for each standard. For each, the
standard is judged to either be met or not met. There is no partial credit given. Standards worth three points must be met for the course to pass
the evaluation and a total score of at least 50 must be achieved for the course to pass. Read more about the process.
BC Quality Online Course Rubric
Page 2
Course Introduction and Information
1. “Introduction to the Course” module is first in the
content and includes at minimum:
a) an introduction to the course,
b) an introduction to the instructor
(biography, photograph, and an
appropriate self-introduction which
presents the instructor as approachable
and engaged),
c) the course syllabus,
d) at least one required student activity such
as a discussion post or syllabus quiz.
2. Students are provided with an opportunity to
introduce themselves to the class.
Further Explanation
A clear introduction which includes course guidelines, policies, and an
introduction to the instructor—a real person—is an important part of
getting students started in an online course. It is also good to have an
introduction to the subject of the course to provide an overview and get
students interested.
This module is used to determine a student’s attendance in the first week
of the semester. Failure to complete this module results in a student being
reported to admissions for “no-show.”
3 points
Student engagement with the instructor and other students is important in
keeping them engaged with the course. An introduction that allows them
to know who is in the class is a simple but important start in this process.
1 point
These items are required by the college for all syllabi.
3. The course syllabus is easily located, and provides
complete and clear information pertaining to ALL
3 points
of the following: general course outline, absence
policy, grading policies and procedure (including
course participation grade, if applicable), office
hours and location, statement concerning
plagiarism and class conduct, clear statement of all
course requirements, clear statement of course
objectives, requirements about purchase of
textbooks, supplies, or other necessary materials,
other relevant information as deemed essential by
the faculty member.
BC Quality Online Course Rubric
4. The course calendar is utilized for assignments,
assessments, and other due dates or a complete
calendar is provided in some other form, or an
outline of the course is provided in some form.
Page 3
The calendar tool helps students keep up with assignments. At a minimum,
a clear schedule should be provided somewhere in the course that can
easily be found.
1 point
5. Instructions on how and where to receive technical This information for GeorgiaVIEW is provided in the Student Resources tab.
assistance are readily visible and easy to
You can refer students there. If you use other technologies, such as My
MathLab, you should provide additional help information for that system.
1 point
6. Information regarding other academic resources
(library, tutoring, testing services, etc.) is clearly
visible in the syllabus and/or provided elsewhere.
This information is provided in the Student Resources tab, but you need to
include anything specific for your course in your course guidelines.
7. The instructor clearly states how often students
are required to interact with one another and the
instructor, the expected quality of such
interactions, and how these interactions affect
student grades.
This is about being clear with your expectations. This can be stated in the
syllabus or elsewhere.
1 point
1 point
8. Course guidelines provide expected response time This tells students how and when they can expect you to respond to emails
to specific inquiries to the instructor.
or other inquiries, and what is your preferred method of communication. In
online classes a 24 hour response window is ideal for work days.
9. Course guidelines provide information as to when
and how (email, discussion board, etc.) students
will receive feedback on assignments, grades, and
1 point
Students are often not sure how they will know if they are progressing well
in the course. Tell them up-front how they will get this feedback. Doing this
well will save you from answering a lot of questions later.
1 point
BC Quality Online Course Rubric
Page 4
Learning Materials/Content
Further Explanation
1. The course is well-organized and easy to navigate and Does the organization and progression make sense and can students find their
is presented in a logical progression.
way around the course easily? A well-organized course reduces confusion and
potential frustration.
3 points
2. Course content and materials are of sufficient
breadth and depth for the subject.
Is the course content appropriate for a course of its level?
3 points
3. Supplementary resources and links are available to
students where appropriate and are labeled as
Extra resources for learning more are provided throughout the course for those
who want to learn more or provide another way of learning concepts. For
example, you could include a Kahn Academy video as a supplement to your
presentation if students want another explanation of a topic.
1 point
4. Each course module includes clear learning objectives This answers the question, “why am I learning this” for students and ensures
tied to course objectives and module activities are
that course activity is relevant and geared toward course goals.
clearly related to these objectives.
3 points
5. Course pages and materials are consistent in
Consistency provides some comfort as a student progresses through a course.
appearance and organization.
They do not have to figure-out where everything is or what is important and
what is not as they go.
6. Course materials are divided into appropriate
sections or chunks, with all or most sections
containing assignments/exercises involving recall or
1 point
“Chunking” content into meaningful units helps students understand the big
picture of your course and gives them a road map of where the course is going.
Being sure each section has some kind of activity assures that you are assessing
whether or not students are learning and lets students know the section is
important because it is being assessed.
2 points
BC Quality Online Course Rubric
7. Course materials are presented in various ways
through the use of print, visuals, and real-life
applications (when appropriate).
Page 5
You do not have to provide variety for every section of your course, but the
course as a whole should provide opportunities for learning in different ways.
Whether or not you are a believer in the concept of learning styles, this variety
appeals to students and helps hold their interest.
2 points
8. Course activities and assignments promote student- Student engagement with the instructor and other students when appropriate
instructor interaction. Student-to-student interaction are an important part of keeping students engaged and working in the course.
is fostered when appropriate to the academic
1 point
Assessment and Evaluation
Further Explanation
1. The course includes a formative evaluation - soliciting The formative evaluation appears at least by mid-term if not before. This
student feedback regarding course quality- at or prior provides the instructor with feedback on the course and guides the instructor
to the mid-point of the course.
in making any necessary changes to the course before it is too late.
1 point
2. The grading policy is clear for assignments,
These can be generally described in your policy statements but usually need to
assessments, discussions, etc.
appear with each assignment as well.
3. Performance standards, rubrics, and/or examples of
quality assignments are provided.
3 points
Students need clear guidelines about what is expected. Clearly stated
standards, rubrics and/or examples help do this.
2 points
4. Self-assessment or practice tests/assignments
Students should have the opportunity to know if they understand the content
(games, quizzes, written work) are provided to enable before a graded assignment or exam. Self-assessments do this.
students to measure their own progress.
1 point
BC Quality Online Course Rubric
Page 6
5. The types of assessments are appropriate for the
online learning environment and include forms of
assessment other than basic exams.
Online courses should have numerous authentic/application assessments
where students demonstrate understanding by such activities as completing
projects, analyzing case studies, and completing activities that demonstrate
their ability to apply course concepts.
2 points
6. Assessments are clearly related to the course learning If activities are not related to the learning objectives, they do not need to be in
the course.
2 points
7. Each activity and assignment is well-written;
providing students with a clear understanding of
what is expected and how they should submit their
Clarity is important in reducing frustration, increasing compliance and success
in the assignment, and reducing the number of questions faculty have to
2 points
Course Technology and Accessibility
Further Explanation
1. Course technologies are readily and easily
GeorgiaVIEW in general is accessible, but the content must be built for accessibility.
accessible with the use of headings, alt tags, lists, See the accessibility page for more information. CTE staff will evaluate this
meaningful links, labeled tables, and captioned
video/transcribed audio.
3 points
2. The course makes broad use of technology
This standard does not say you have to use every tool in the system, but suggests
available within the course management system that you should make an effort to use a variety of tools as long as they are
as appropriate.
pedagogically useful.
1 point
3. The course provides links to tools required for
viewing course content (Acrobat Reader,
QuickTime, etc.), and includes instructions for
using such tools.
These links are in the Student Resources tab in each course. If you use tools and
software that are not standard, you must provide instructions for those extra items
in your guidelines.
1 point
BC Quality Online Course Rubric
Page 7
4. Course content is enhanced as appropriate
through audio and visual materials.
For those with impairment in one sensory area, this variety helps. The variety also
helps keep all student’s interested.
2 points
Text uses headers for section headings, backgrounds are light and text is dark.
6. The course uses appropriate formatting (font,
color, etc.) to maximize readability, and does not CTE staff will evaluate this standard.
use color alone to convey meaning.
2 points
7. The course can adapt learning materials and
activities to meet the needs of students with
8. The course provides a statement telling students
how to access ADA services on their campus.
Is there anything in the course that cannot be adapted to learners with disabilities
through annotation, transcribing and the like? CTE staff will evaluate this
2 points
This is provided for you to include in your syllabus.
3 points
9. All external links are functional.
Desire2Learn provides a broken links tool to help you find broken links.
3 points
Total possible points: 59
____All standards with 3 points achieved (required).
____Total score. Must equal 50 or greater ( 85%). If any standard is not evaluated,
subtract the standard’s value from 59. The total score must equal 85% of that total to pass. The QEP director will determine whether or not
additional evaluation is needed.
CDG Review Group’s Recommendation:
Return to faculty with recommendations
Course meets course design standards
Adapted with permission from Department of Distance and Distributed Education (DDE), Online Learning at UWG: Five Star Rubric for Online Instruction, 2009 University of West Georgia
Table of Contents - Baton Rouge Community College
Table of Contents - Baton Rouge Community College