A Rubric for Evaluation Online Course Modules

This rubric, or instrument, should be used by course developers to develop quality online course modules. To view definitions of the terms used in Module Components, click on the linked term.


 

Table: Course Module Evaluation Rubric 1
Module Component Baseline Effective Exemplary
Introduction
Definition
  • Content module has no introduction
  • Content module has limited introduction
  • Introduction does not provide strategies for learner
  • Content module introduction includes limited strategies to complete the module
  • Content module introduction provides no contextual relevance, but does provide brief outline of content
  • Content module introduction has intended learner strategies
  • Content module includes an organizer for students
  • Content module introduction provides synopsis of material
Objectives
Definition
  • Objectives are vague
  • Objectives do not identify expected outcomes or performance
  • Objectives are present
  • Objectives imply expected outcome or performance
  • Objectives do not clearly identify expected performance outcomes
  • Objectives clearly state expected outcomes or performance
Assessment of prior knowledge
Definition
  • Prior knowledge is summarized before beginning the module
  • Prior knowledge is tested before beginning the module but has no effect on module presentation
  • Access to the module can only occur after achieving a predetermined score on an assessment instrument
  • Student is provided with feedback during and after assessment
Readings
Definition
  • No additional readings are provided
  • Some additional readings are provided, but only in list format
  • Readings may not be relevant to specific content presented
  • Full text links to additional readings are provided
  • Readings are contextually relevant to content
Content pages
Definition
  • Content is provided in outline format
  • Content is presented in slide or text format
  • Some graphics are included with the content
  • Content has fixed entry and exit point, students cannot navigate to specific pages
  • Content is presented, including multimedia elements
  • Glossary terms are linked from the content
  • Content is navigable (students can determine entry or path through content)
Assignments
Definition
  • Surveys and quizzes are the only assignments
  • Papers and essays are included as assignments
  • Quizzes are included with multiple question types
  • Papers, essays, and presentations are included as assignments
  • Peer reviews are a part of each assignment
  • Discussion board and chat are used to assess critical, reflective thinking
Assessment
Definition
  • No assessment is given in or outside of the module
  • Assessments occur as self-test, quiz prior to the module
  • Assessments occur as self-test, quiz during the module
  • Assessments occur as self-test, quiz after the module
  • Several assessment types are included
  • With each assessment, feedback is provided for each answer
  • With each assessment, feedback is provided for each question
  • The feedback references content specific pages
  • Multiple assessment types are included (i.e., self-test, quiz, written assignments, discussion, chat, )
Group work
Definition
  • Interaction and communication are via email from student to instructor and instructor to student
  • Interaction and communication occur with email from student to instructor, student to student, and instructor to student
  • Interaction includes email, discussion
  • Interaction and communication occurs during chat sessions
  • Group work includes collaboration
  • Group work utilizes shared workspace and communication tools


Definition of terms

Introduction
By providing an introduction, you are offering your perspective on the content for the students. Students should, after reading the introduction, know what the main topics will be, and how this relates to what they already know, or how this will prepare them for what they will learn in subsequent lessons.

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Objectives
By providing objectives, students will know not only what they are expected to do as a result of the learning, but also how they will be evaluated in the learning process. Objectives serve to provide benchmarks for students that will let them know when they have "mastered" the material.

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Assessment of prior knowledge
Many times this has been referred to as a pre-test. If the assessment is used to identify what a student already knows, then this can reassure the student during the learning process. One key element for an assessment is to ensure that whatever is measured is covered during the course of the lesson. It is critical to provide feedback during this assessment, to re-familiarize students with the content.

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Readings
This may often be referred to as supplemental material or readings. Information provided in the readings may cover specific passages, chapters, or articles that should be read prior.

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Content pages
Content is the heart of the content module. It may contain lecture notes, slides, or other methods of transmitting the subject matter. It may or may not be presented in outline format, or it may be presented in a detailed fashion, complete in every aspect imaginable. The content should be organized by and around the objectives. Content should be both relevant to the objectives, and supportive of the objectives.

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Assignments
Assignments are those elements that are products, outcomes, or measurable events. Good assignments are based in part on the content presented, and should cause the learner to think much more critically than previous to the content.

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Assessment
Assessment is the true measure as some would say as to whether or not learning has occurred. Assessments may take many forms, but a characteristic for any good assessment would be identified in the learning objectives.

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Group work
Group work in this situation refers to the degree and nature of interaction of the student, instructor, and content matter as presented.

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View the references listing


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