3 8 General Standards and Alignment Principle Common to all Quality Matters design rubrics:Course Overview and IntroductionLearning ObjectivesAssessment and MeasurementResources and MaterialsLearner InteractionCourse TechnologyLearner SupportAccessibility}Key Components Must Align
4 Standards and Points HE Rubric CPE Rubric 41 standards 95 points 81 points to meet standards (85%)41 standards99 points85 points to meet standards (85%)
5 Assumptions of the Higher Education Rubric Courses are sponsored by an accredited college or universityCourses bear academic creditCourse are facilitated by regular or adjunct facultyStudents are admitted and registered at the sponsoring institution and subject to its policies
6 Modified RubricsWhen assumptions of the Higher Education Rubric are not valid, QM modifies the rubric to fit the circumstances, e.g.,The Publisher Rubric. Where a third-party developed course does not have the institutional or instructor componentThe Continuing and Professional Education Rubric. Where academic credit is not offered for the course, the learner is not admitted to a course of study at a college or university, and the course may not be facilitated by an instructor. The CPE Rubric is appropriate for professional training and personal development courses offered by a wide variety of organizations, as well as non-credit courses offered by colleges and universities.
7 Differences between the Higher Education Rubric and the Continuing and Professional Education Rubric
8 Modified Standards in the Continuing Education Rubric Courses can meet standards without active instructor facilitation, e.g.,No direct student-to-instructor communicationNo personalized instructor self-introductionNo ready student access to an instructorExclusively machine graded assessmentCourses can meet standards without direct learner-to-learner contact (the CPE Rubric refers to students as course takers or learners due to the variety of participants that may take a CPE course) e.g.,No learner self-introductionsNo learner-to-learner discussion boardsNo group activities
9 Modified Standards in the Continuing Education Rubric Reduced expectations of institutional supportTechnical SupportAcademic SupportDisability SupportAnd no Learner Support Services (Counseling, etc.)
10 Compensating Expectations in the Continuing Education Rubric Enriched learner-to-content interactionLearner engagement through creative assignments and technologyExpanded opportunities for learner self-assessmentAutomated feedback to learners on activities and assessmentsClear descriptions of resources available to the continuing education learnerIn course introduction, orientation materials, and provider websiteExplanation of forms of recognition available to successful learners (in lieu of academic credit)