Category 1 |
Baseline |
Effective |
Exemplary |
Learner Support & Resources |
A. Course contains limited information for
online "learner support and links to campus resources." |
A. Course contains adequate information for
online "learner support and links to campus resources." |
A. Course contains extensive information about
being "an online learner and links to campus resources." |
|
B. Course provides limited course-specific resources,
limited contact information for instructor, department, and/or program. |
B. Course provides adequate course-specific
resources, some contact information for instructor, department, and program. |
B. Course provides a variety of course-specific
resources, contact information for instructor, department, and program. |
|
C. Course offers limited resources supporting
course content and different learning abilities. |
C. Course offers access to adequate resources sup-
porting course content and different learning abilities. |
C. Course offers access to a wide range of
resources supporting course content and different learning abilities. |
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Rubric for Online Instruction, CSU, Chico, Copyright 2003 / Revised 2009.......................................................................................................................................... Rev. 4/2/09
Category 2 |
Baseline |
Effective |
Exemplary |
Online Organization & Design |
A. Much of the course is under construction,
with some key components identified such as the syllabus. |
A. Course is organized and navigable. Students
can understand the key compo- nents and structure
of the course. |
A. Course is
well-organized and easy to navigate. Students can clearly understand all
components and structure of the course. |
|
B. Course syllabus is unclear about what is
expected of students. |
B. Course syllabus identifies and delineates
the role the online environment will play in the course. |
B. Course
syllabus identifies and clearly delineates the role the online environment
will play in the total course. |
|
C. Aesthetic design does not present and communicate course
information clearly. |
C. Aesthetic design presents and communicates course information
clearly. |
C. Aesthetic design presents and communicates course
information clearly through- out the course. |
|
D. Web pages are
inconsistent both visually and functionally. |
D. Most web pages are visually and functionally consistent. |
D. All web pages are visually and functionally
consistent throughout the course. |
|
E. Accessibility issues are not addressed. (Including:
sight, mobility, hearing,
cognition, ESL, and technical.) |
E. Accessibility issues are briefly addressed.
(Including: sight, mobility,
hearing, cognition, ESL, and technical.) |
E. Accessibility
issues are addressed throughout the course. (Including: sight, mobility,
hearing, cognition, ESL, and technical.) |
Rubric for Online Instruction, CSU, Chico, Copyright 2003 / Revised 2009.......................................................................................................................................... Rev. 4/2/09
Category 3 |
Baseline |
Effective |
Exemplary |
Design & Delivery |
A. Course offers
limited opportunity for interaction and communication student to student, student
to instructor and student to content |
A. Course offers
adequate opportunities for interaction and communication student to student,
student to instructor and student to content. |
A. Course offers
ample oppor- tunities for
interaction and communication student to student, student to instructor and
student to content. |
|
B. Course goals are not clearly defined and do
not align to learning objectives. |
B. Course goals are adequate- ly defined but may not align to learning objectives. |
B. Course goals are clearly defined and
aligned to learning objectives. |
|
C. Learning objectives are vague or incomplete and learning
activities are absent or unclear. |
C. Learning objectives are identified and learning activities are
implied. |
C. Learning objectives are identified and learning activities
are clearly integrated. |
|
D. Course provides limited visual, textual, kinesthetic and/or
auditory activities to enhance student learning and accessibility. |
D. Course provides adequate visual, textual, kinesthetic and/or
auditory activities to enhance student learning and accessibility. |
D. Course provides multiple visual, textual, kinesthetic and/or auditory
activities to enhance student learning and accessibility. |
|
E. Course provides limited activities to help
students develop critical thinking and/ or problem-solving skills. |
E. Course provides adequate activities to help
students develop critical thinking and/or problem-solving skills. |
E. Course provides multiple activities that
help students develop critical thinking and problem-solving skills. |
Rubric for Online Instruction, CSU, Chico, Copyright 2003 / Revised 2009.......................................................................................................................................... Rev. 4/2/09
Category 4 |
Baseline |
Effective |
Exemplary |
|
|
A.
Course has limited activities to assess student readiness for course
content and mode of delivery. |
A. Course
has adequate activities to assess student readiness for course content and
mode of delivery. |
A.
Course has multiple timely and appropriate activities to assess
student readiness for course content and mode of delivery. |
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B. Learning objectives, instructional and
assessment activities are not aligned. |
B. Learning objectives, instruc-
tional and assessment
activities are adequately aligned. |
B. Learning objectives, instructional and assessment
activities are closely aligned. |
|
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C. Assessment strategies are limited in use to measure content
knowledge, attitudes, and skills. |
C. Ongoing strategies are used to measure content knowledge, attitudes,
and skills. |
C. Ongoing multiple assessment strategies are used to measure content knowledge, attitudes, and skills. |
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D. Opportunities for students to receive
feedback about their own performance are infrequent and sporadic. |
D. Opportunities for students to receive feedback about
their own performance are provided. |
D. Regular feedback about student performance is provided in a timely manner throughout the course. |
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E. Students’ self-assessments and/or
peer feedback opportunities are limited |
E. Students’ self-assessments and/or peer feedback opportunities exist |
E. Students’
self-assessments and peer feedback opportunities exist throughout
the course |
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Rubric for Online
Instruction, CSU, Chico, Copyright 2003 / Revised 2009.......................................................................................................................................... Rev. 4/2/09
Category 5 |
Baseline |
Effective |
Exemplary |
|
|
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A. Course uses limited tech- nology tools to facilitate communication and learning. |
A. Course uses adequate technology tools to
facilitate communication
and learning. |
A. Course uses a variety of technology tools
to appropriately facilitate communication and learning. |
My Programming Lab Mobius SLIP Carrier Education Pearson –
Companion Website |
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B. New teaching methods applied to enhance
student learning are limited. |
B. New teaching methods are adequately applied
to innovatively enhance student learning. |
B. New teaching
methods are applied and innovatively enhance student learning, and
interactively engage students. |
MS – Teams has
been utilized during this semester to augment student learning via live
lectures for online courses. |
|
|
C. There are limited multimedia
elements and/or learning objects for accommodating different learning styles. |
C. Multimedia elements and/ or learning objects are used and are
relevant to accommodate different
learning styles. |
C. A variety of multimedia elements and/or learning objects are used and are relevant to accommodate different learning styles throughout the course. |
Excel Worksheets
and Workbooks MS Word documents MS Teams Mobius SLIP Pearson – My
Programming Lab Pearson –
Companion Website |
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|
D. Course uses Internet access
and engages students in the learning process in a very limited way. |
D. Course optimizes Internet access and effectively engages students in the learning process. |
D. Course optimizes Internet
access and effectively engages
students in the learning process in a variety of ways throughout the course. |
Video Lectures
from the Author Carrier
Education.com Mobius SLIP PowerPoint Slides Excel Worksheets
and Workbooks MS Word documents Pearson – My Programming Lab Pearson – Companion Website |
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Rubric for Online Instruction, CSU, Chico, Copyright
2003 / Revised 2009.......................................................................................................................................... Rev.
4/2/09
Category 6 |
Baseline |
Effective |
Exemplary |
|
Student
Feedback |
A. Instructor offers limited opportunity for students to give feedback to
faculty on course content. |
A. Instructor offers adequate opportunities for students to give feedback on
course content. |
A. Instructor offers multiple opportunities for students to give feedback on
course content. |
Provided in Moodle, is a general programming forum where student feedback
is accepted. Students can also provide feedback concerning course content in
My Programming Lab and in Mobius SLIP. |
|
B. Instructor offers limited opportunity for students to give feedback on ease
of online technology and accessibility of course. |
B. Instructor offers adequate opportunities for students to give feedback on
ease of online technology and accessibility of course. |
B. Instructor offers multiple opportunities for students to give feedback on
ease of online technology and accessibility of course. |
Moodle provides a
link to assist students in reporting an addressability issue. Students can also provide
feedback concerning course content in My Programming Lab and in Mobius SLIP. |
|
C. Instructor uses student feedback to help
plan instruction and assessment of student learning for the next semester in
a limited way. |
C. Instructor requests and uses student feedback a couple times
during the semester to help plan instruction and assessment of student
learning for the rest of the semester. |
C. Instructor uses formal and informal student feedback in an
ongoing basis to help plan instruction and
assessment of student learning throughout the semester. |
MS Teams Mobius SLIP Pearson – My
Programming Lab Also, students are allowed feedback in the form of Student
Evaluation of Instruction provide via Moodle. The results of the feedback are then utilized in making the
next semesters class enhanced. |
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Rubric for Online Instruction, CSU, Chico, Copyright 2003 / Revised 2009.......................................................................................................................................... Rev. 4/2/09