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.

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.)

Category 3

Baseline

Effective

Exemplary

Instructional

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.

Category 4	Baseline	Effective	Exemplary
Assessment & Evaluation of Student Learning	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.
	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.
	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.
	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.
	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

Category 5	Baseline	Effective	Exemplary
Innovative Teaching with Technology	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
	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.	PowerPoint Slides Excel Worksheets and Workbooks MS Word documents MS Teams Mobius SLIP Pearson – My Programming Lab Pearson – Companion Website
	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 MS Teams Pearson – My Programming Lab Pearson – Companion Website

Category 6	Baseline	Effective	Exemplary
Faculty Use of 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.