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Using the Quality Matters Rubric to Improve Online Course Design

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Presentation on theme: "Using the Quality Matters Rubric to Improve Online Course Design"— Presentation transcript:

1 Using the Quality Matters Rubric to Improve Online Course Design
Susan Bussmann, PhD RETA/NMSU Sandy Johnson, MS MA

2 Quality Matters Students Identify & recognize it? Faculty
Quality does matter to… Students Faculty Administrators Institutions Accrediting agencies Legislators Tax Payers How do we… Identify & recognize it? Motivate & instill it? Assess & measure it? Insure it? Assure it?

3 The QM Rubric Processes are
Continuous The Quality Matters process is designed to ensure that all reviewed courses will eventually meet expectations. The process is integral to a continuous quality improvement process

4 The QM Rubric Processes are
Centered On research - the development of the rubric is based in national standards of best practice, the research literature, and instructional design principles. On student learning - the rubric and process are designed to promote student learning. On quality - the review sets a quality goal at the 85% level or better (courses do not have to be perfect but better than good enough).

5 The QM Rubric Processes are
Collegial A Quality Matters review is part of a faculty-driven, peer review process. The review process is intended to be diagnostic and collegial, not evaluative and judgemental.

6 The QM Rubric and Processes are
Collaborative The review is based on collaboratively identified evidence found in the course rather than the personal preference of an individual reviewer. The review is flexible and not prescriptive (many ways to meet each standard). The review team consists of three experienced online instructors as reviewers along with the course faculty developer.


8 Factors Effecting Course Quality
QM Reviews Course Design Other components to online instruction include- Course delivery (i.e. teaching, faculty performance) Course content Course management system Institutional infrastructure Faculty training and readiness Student engagement and readiness

9 Quality is…. More than average; more than “good enough”
An attempt to capture what’s expected in an effective online course at about an 85% level Based on research and widely accepted standards 85 %

10 The Rubric Eight General Standards: Course Overview and Introduction
Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support Accessibility Key components must align. Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.

11 Rubric Scoring 40 85 Standards Points Relative Value 17 3 Essential 11
2 Very Important 12 1 Important TOTALS 40 85 Team of 3 reviewers initially score individually One score per standard based on team majority Pre-assigned point value Yes/No decision; All/None points Consensus is NOT required

12 To Meet Expectations… 72/85 = 85% A course must achieve:
“Yes” on all 17 of the 3-point “essential” standards A minimum of 72 out of 85 points 72/85 = 85%

13 Let’s Practice You will need your annotated Quality matters review rubric to participate. Everyone ready?

14 In a course you are reviewing, you find no module or unit-level objectives. You do see (reprinted below) a course description and course-level goals on the syllabus. Course Description During this course we will be intensely involved in reading and discussing readings from the modern era (that is, from the 1600’s on), from around the world. We will consider the common themes that bind us together as human beings on this planet, as well as recognizing and acknowledging cultural differences. We will also consider what it means to be “modern,” and the relation of art to life and culture. There is one major research paper. Course Goals This course will contribute to the development of the following General Education Objectives: 1.        oral and written communication 2.       reading with comprehension 3.       critical thinking 4.       abstract reasoning 5.       appreciation of cultural diversity 6.       use of bibliographic sources 7.       life-long learning Let’s Practice Standard 2.4: Instructions to students on how to meet the learning objectives are adequate and stated clearly. Does this scenario meet Standard 2.4? YES or NO Indicate your decision in the chat box and explain your rationale for your decision.

15 On the homepage of a course you are reviewing is a button entitled "Notes on Course Topics." This links to a commercial website that contains a huge amount of material: outlines, PowerPoint, animations, exercises, self-test, charts and graphs, and text, all related in some way to the subject of the course. Assignment directions in the online course say to click on the link, peruse the commercial website, and find material related to the weekly topic. Let’s Practice Standard 6.1: The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course. Does this scenario meet Standard 6.1: YES or NO Please explain how you would improve this scenario in accordance with Standard 6.1.

16 The Early Childhood Education course you are reviewing has listed the following course level learning objective: Design your ideal classroom using features that meet the space, safety, and comfort needs of very young children. Students are to produce a model of their ideal classroom, take pictures of the model, post them on the course website, and also write and post an essay explaining how the model represents the ideal. Both the models and the essays will be evaluated according to a grading rubric distributed along with the class assignment. Let’s Practice Standard 3.1:  The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. Does this scenario meet Standard 3.1 ? YES or NO Please explain your rationale for your decision.

17 Quality Matters! More information at:

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