COURSE DESIGN - Clarkson College

Online Course Evaluation Rubric (OCER) For Online Courses

COURSE DESIGN

Course Overview and Introduction

Emerging (1)

Developing (2)

The instructor provides The instructor provides an

an overview of the course overview of the course

which includes 2 or none which includes 3 of the

of the following:

following:

Accomplished (3) The instructor provides an overview of the course which includes 4 of the following:

1. Provides a description of the course and clear instructions to get started.

2. Instructor's professional background/introduct ion page is present. Instructor includes professional bio and contact information.

3. A printable syllabus is posted for students under the Syllabus tab.*

4. A course card image is available.

5. Provides resources

such as: Course

calendar, APA

Reference Guide,

Academic Integrity,

Rules of Netiquette.

1. Provides a description of the course and clear instructions to get started.

2. Instructor's professional background/introductio n page is present. Instructor includes professional bio and contact information.

3. A printable syllabus is posted for students under the Syllabus tab.*

4. A course card image is available.

5. Provides resources such as: Course calendar, APA Reference Guide, Academic Integrity, Rules of Netiquette.

1. Provides a description of the course and clear instructions to get started.

2. Instructor's professional background/introducti on page is present. Instructor includes professional bio and contact information.

3. A printable syllabus is posted for students under the Syllabus tab.*

4. A course card image is available.

5. Provides resources such as: Course calendar, APA Reference Guide, Academic Integrity, Rules of Netiquette.

Exemplary (4) The instructor provides an overview of the course which includes 5 of the following:

1. Provides a description of the course and clear instructions to get started.

2. Instructor's professional background/introduction page is present. Instructor includes professional bio and contact information.

3. A printable syllabus is posted for students under the Syllabus tab.*

4. A course card image is available.

5. Provides resources such as: Course calendar, APA Reference Guide, Academic Integrity, Rules of Netiquette.

Best Practices The course overview and introduction must include all of the following:

? Provides a description of the course and clear instructions to get started.

? Instructor's professional background/introduction page is present. Instructor includes professional bio and contact information.

? A printable syllabus is posted for students under the Syllabus tab.*

? A course card image is used to help students easily identify the course

? Provides resources such as: Course calendar, APA Reference Guide, Academic Integrity, Rules of Netiquette.

*Grading scale, grading policies (including late-work policy), and response time to students are included in syllabus.

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Learning Objectives/Outcomes/Competencies

Emerging (1)

Developing (2)

Accomplished (3)

Few (50% or less) of

Some (51-84%)

Most (85-99%)

learning objectives,

learning objectives,

learning objectives,

outcomes, or

outcomes, or

outcomes, or

competencies are

competencies are

competencies are

measurable and clearly measurable and clearly

measurable and clearly

stated, but in less than stated in some (51- 84%) stated in most (85-99%)

50% of the modules,

modules, foci, units, or

modules, foci, units, or

foci, units, or weeks.

weeks accordingly.

weeks.

Exemplary (4) All (100%) learning objectives, outcomes, or competencies are measurable and clearly stated in each module, focus, unit, or week.

Best Practices Leaning objectives, outcomes, or competencies are the backbone of every course. These recommendations must be followed:

? Learning objectives, outcomes, or competencies refer to what the student should achieve in a particular module, focus, unit, week and course.

? Learning objectives, outcomes, or competencies are provided in syllabus and at the beginning of each module, focus, unit, or week.

? Learning objectives, outcomes, or competencies describe measurable outcomes related to knowledge, skills, competencies behaviors and/ or attitudes.

? Objectives/ outcomes/ competencies are stated clearly and concisely. Students know what will be accomplished at the conclusion of each foci/unit/module. Objectives/ outcomes are based on Bloom's Taxonomy of learning and are fully measurable.

The following verbs are considered non-measurable. Therefore, they must not be used when writing learning objectives, outcomes, or competencies:

Appreciate, Believe, Hear/Listen, Realize, Recognize, Comprehend, Know, See, Memorize, Think, Experience, Perceive, Understand, Feel, Explore, Go over, Value, Gain awareness.

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Instructions

Emerging (1) Few (50% or less) instructions or directions for assignments are clear and concise. Rubrics are not provided. Expectations of student performance are lacking for learning activities (discussions, assignments, quizzes, exams, etc.).

Developing (2) Some (51-84%) instructions or directions for assignments are clear and concise. Rubrics are rarely provided. Expectations of student performance are vague for learning activities (discussions, assignments, quizzes, exams, etc.).

Student-to-Student Interaction

Emerging (1)

Developing (2)

Course lacks

Course offers limited

opportunities for

opportunities for student-

student-to-student

to-student interaction

interaction within few within some (51-84%)

(50% or less) of the

modules/units/weeks,

modules/units/weeks, except for modules where

except for modules

major exams are

where major exams are scheduled.

scheduled.

Accomplished (3) Most (85-99%) instructions or directions for assignments are clear and concise. Rubrics are not provided consistently. Sometimes they are provided, but do not align with the assignment instructions. Expectations of student performance are generic for learning activities (discussions, assignments, quizzes, exams, etc.).

Accomplished (3) Course offers many opportunities for studentto-student interaction within most (85-99%) modules/units/weeks, except for modules where major exams are scheduled.

Exemplary (4) All (100%) instructions or directions for assignments are clear and concise. Rubrics align with the assignment instructions and provide guidance to the student. Expectations of student performance are clearly specified for learning activities (e.g., discussions, assignments, quizzes, exams, etc.).

Exemplary (4) Course offers ample opportunities for studentto- student interaction within all (100%) modules/units/weeks, except for modules where major exams are scheduled.

Best Practices Instructions for students may take various forms (e.g., narratives, check lists, bulleted lists, charts) and must be included for all activities (ex. Discussions, assignments, quizzes, exams, etc.). Students must be able to identify expectations of their performance and how the activity meets learning objectives/ outcomes. Rubrics must be easily accessible to students, and they must be encouraged to go over them before they start working on a particular task.

Best Practices Opportunities for student-to-student interaction provide students with the ability to build a learning community amongst students. A learning community can assist students in becoming familiar with one another and preparing for role assignment for a group project.

Examples of synchronous tools (real time) are webinars, conferences, and all other real-time collaboration tools.

Examples of asynchronous tools are blogs, wikis, filesharing websites/apps, student Groups, some Office 365 applications, and discussion threads.

Examples of activities that enhance student to student interaction include group projects, peer reviews, group presentations or individual presentations where classmates provide feedback, participation in discussion threads, etc.

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Student-to-Instructor Interaction

Emerging (1)

Developing (2)

Course lacks

Course offers limited

opportunities for

opportunities for student-

student-to-instructor

to-instructor interaction

interaction within few within some (51-84%)

(50% or less) of the

modules/units/weeks,

modules/units/weeks, except for exam weeks.

except for exam weeks.

Accomplished (3) Course offers many opportunities for studentto-instructor interaction within most (85-99%) modules/units/weeks, except for exam weeks.

Exemplary (4) Course offers ample opportunities for studentto- instructor interaction within all (100%) modules/units/weeks, except for exam weeks.

Best Practices Interaction between students and instructors helps build credibility of the instructor with the student.

Instructors should include a getting-to-know-each-other discussion thread and participate in it. Instructors should also participate in other course discussions to provide guidance, encourage participation, provide detailed feedback on assignments and activities, offer open communication through email and/or offer virtual office hours through web conferencing applications or by phone.

Course Content

Emerging (1) Instructor has authored content, such as narrated lectures and other content with high instructional value in less than 50% of the modules/units/weeks in courses where he or she has the ability to customize course Content (except for exam weeks).

Less than 50% of instructional modules appeal to multiple learning styles, where students have an opportunity to read, write, listen and watch.

Developing (2) Instructor has authored content, such as narrated lectures, audio, video, and other content with high instructional value for some (51-84%) modules/units/weeks in courses where her or she has the ability to customize course Content (except for exam weeks).

Some instructional modules appeal to multiple learning styles, where students have an opportunity to read, write, listen and watch.

Accomplished (3) Instructor has authored content, such as narrated lectures, audio, video, and other content with high instructional value for most (85-99%) modules/units/weeks in courses where he or she has the ability to customize course content (except for exam weeks).

Most instructional modules appeal to multiple learning styles, where students have an opportunity to read, write, listen and watch.

Exemplary (4) Instructor has authored content, such as narrated lectures, audio, video, and other content with high instructional value for all (100%) modules/units/weeks in courses where the instructor has the ability to customize course content (except for exam weeks).

All instructional modules appeal to multiple learning styles, where students have an opportunity to read, write, listen and watch.

Best Practices The course should offer opportunities for students to make a connection between instructor and content. Instructors are subject matter experts that have knowledge and experiences that are valuable to student learning. Instructors can create valuable content displayed through lecture components such as narrated PowerPoints, audio lectures (podcasts), video lectures, or other content with high instructional value.

Course content must be up to date. Using lectures from instructors that are no longer with the college, lectures where the previous instructor is no longer associated with the course, lectures or PowerPoint slides that reference previous semesters, etc. should be avoided.

Course content and its delivery must be multi-modal to appeal to multiple learning styles. For example, audio and video content with captions, images and other visual aids, simulations, reading material such as articles and web pages, etc.

Instructors are encouraged to offer supplemental resources students can benefit from. Avoid overwhelming

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students with just nice-to-know information. Always create and/or post resources based on your learning objectives.

Copyright

Emerging (1) Few (50% or less) of the graphics, images and other media components that are embedded into the course adhere to Fair Use Guidelines, have permission, and are properly cited.

Developing (2) Some (51-84%) graphics, images and other media components that are embedded into the course adhere to Fair Use Guidelines, have permission, and are properly cited.

Accomplished (3) Most (85-99%) graphics, images and other media components that are embedded into the course adhere to Fair Use Guidelines, have permission, and are properly cited.

Exemplary (4) All (100%) graphics, images and other media components that are embedded into the course adhere to Fair Use Guidelines, have permission, and are properly cited.

Best Practices Graphics, images, and other media components have permission for use from creator or have been properly cited or used according to Fair Use Guidelines. Permission must be granted to convert copyrighted material from one format into another (e.g., converting a DVD into digital format). Copyright permission must be stated in the course, and the written permission must be saved under the Files tab of the course.

Linking out to a website or a resource outside of the course does not require asking for permission if the resources are free and open to the public. Sharing access information to personal memberships (e.g, Netflix, journals, subscriptions, etc.) with students is not allowed.

If you have adopted the textbook for a course, check with the company to find out which resources are legal for you to use within your course.

Assessment Methods and Activities

Emerging (1)

Developing (2)

Limited assessment

Assessment strategies

strategies utilized. There utilized to measure

is only one type of

content knowledge,

assessment activities

attitudes, and skills.

within the course.

There are 2 different types

of assessment activities

Students are rarely

within the course.

provided with

formative assessments Students are provided with

to help them get ready formative assessments in

for the summative

some modules to help

Accomplished (3) Multiple and diverse assessment strategies utilized to measure knowledge, skills and attitude. Ongoing strategies are used to measure content knowledge, attitudes, and skills. There are 3 different types of assessment

Exemplary (4) Ongoing multiple assessment strategies and activities utilized to measure content knowledge, attitudes, and skills throughout the course. There are 4 or more different types of assessment activities within the course.

Center for Teaching Excellence | Clarkson College

Best Practices Multiple and varied types of assessment activities provide wider measurements of a diverse range of student preferences. For example, some students may not perform well during timed exams but are more comfortable with writing assignments. Options include discussions, group projects, self-check and practice quizzes, exams, peer evaluations, class surveys, reflections, journals, e-portfolios, etc.

Formative assessments, such as practice quizzes, interactions, presentations, discussions, etc. where

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