aea pd online course rubric

8/13/2019 AEA PD Online Course Rubric

1/15

I. Content A. Learner Objectives

4 3 2 1

I.A.1 The course

goals and

objectives are

measurable,

appropriate to

the length of

the course, and

clearly state

what the

participants will

know or be able

to do at the end

of the course(

iN A.1, iN A.7,

QM 2.1, QM

2.3, QM 2.5,

ROI 3b)

Within the learning

management

system, course goals and

objectives are present,

explicitly

stated, and can be easily

found by students. The

students level of

mastery is measured in

THREE or more ways

against the

goals and objectives.

The course requirements

include: a detailed

timeframe for

participation,

an approximate timerequired for individual

activities, and specific

expectations for

communications, and are

consistent with course

goals,

representative of the

scope of the course and

clearly stated.

Within the learning

management



clearly

stated, and can be found

by students. The

students level of mastery

is measured

in at least TWO

different ways

against the goals and

objectives. Course

requirements (timeframe

for participation,

approximate

time required forindividual activities and

expectations

for communications)

are consistent

with course goals,



clearly stated.

Within the learning

management



clearly

stated, and can be found

by students. The

students level of mastery

is measured

in at least TWO

different ways

against the goals and

objectives. Course

requirements (timeframe

for participation,

approximate

time required forindividual activities and

expectations

for communications)

are consistent

with course goals,



clearly stated.

Within the learning

management system,

course

goals and objectives are

stated, but

are not complete,

easily found, or

understood by students.

The course measures

goals and objectives in

only ONE way. Course

requirements are vague

and are not consistent

with the course goals.


4 3 2 1

I.A.2 (K-12) The

course content

and

assignments are

aligned with

states content

standards or

nationally

accepted

contentstandards (iN

A.2)

Most=>75%

Some=>39%

Few=


2/15


4 3 2 1

I.A.3 (K-12) 21st

century skills,

including

information

literacy and

communication

skills, are

incorporated

and taught as

an integral part

of the

curriculum. (iN

A.4)

Information literacy

including digital fluency

and communication skills

are an integralpart of the

course and incorporated

extensively throughout

the course content,

activities, assignments,

and assessments.

Ollie lesson on how to

digital fluency and

communicating effectively

in an online course

Activities and assessments

require students to bedigitally fluent and

communicate with others.

Assessment asks students

to self-assess their digital

fluency and

communication during the

course




are an impliedpart of the

course and incorporated

throughoutthe course

content, activities,

assignments, and

assessments.

No lesson on digital

fluency and

communication

Activities andassessments require

students to be digitally

fluent and communicate

with others.

Assessment asks students

to self-assess their digital

fluency and

communication during

the course




are an impliedpart of

the course and

incorporated into

specific content,


and assessments.


fluency and

communication

Not all of the activities

and assessments require

digital fluency and

communication

No assessment of digital

fluency or

communication




are not part of the

course.


fluency and

communication

None of the activities andassessments require

digital fluency and

communication

No assessment of digital

fluency or communication

I. Content B. Instructional Strategies4 3 2 1

I.B.1 The course

content and

assignments are

of sufficient

rigor, depth,

and breadth to

teach the

standards being

addressed (iN

A.3, QM 5.1,

ROI 3.C)

Most=>75%

Some=>39%

Few=


3/15

I. Content B. Instructional Strategies

4 3 2 1

I.B.2 The course

instruction includes

activities, that engage

students in active

learning. (iN B.3, QM5.2, ROI 5.B)

All of the activities

engage students in

active learning.

Many of the activities,

engage students in

active learning.

Some of the activities,

engage students in

active learning

Few to none of the

activities engage

students in active

learning.


4 3 2 1

I.B.3 Instruction

provides students with

multiple learning paths

to master the content,

addressing individual

student needs, learningstyles and preferences.

(iN B.1, iN B.4, iN B.6,

ROI 3.D)

Most=>75%

Some=>39%

Few or little=75%

Some=>39%

Few or little=


4/15


4 3 2 1

I.B.5 (K-12) The course

intentionally

emphasizes 21st

century skills in the

course, including: using21st century skills in the

core subjects, 21st

century content,

learning and thinking

skills, ICT literacy, self-

directed learning, global

awareness (iN A.4)

21st century skills are

an integralpart of the

course and

incorporated

extensively throughoutinstruction.


an impliedpart of the

course and

incorporated

throughouttheinstruction.


an impliedpart of the

course and

incorporated

instruction.


notpart of the course.

I. Content C. Resources and Materials

4 3 2 1

I.C.1 A variety of high-quality learning

resources and materials

are available to increase

student success (iN A.5,

iN B.11, iN D.4, QM 4.5,

ROI 5.C)

Before the course begins,

students are provided

multiple learning

resources (textbooks,

instructional materials,

links to browser plug-ins,

and other software, which

students

must install) that prepare

them for the online

course. Additional

materials

related to successful

strategies for completing

an online course, tutorials,orientations,

and prerequisite

knowledge and skills are

also provided at this time.

A wide variety of

supplemental tools and

resources are clearly

identified

and readily available

within the learning

management system. The

resources enrich and are

relevant to the content.

The course makesmaximum use of the

robust capabilities of the

online medium and makes

these resources available

by alternative means

(video, CDs, podcasts).


students are provided

multiple learning

resources (textbooks,

instructional materials,

links to browser plug-ins,

and other software, which

students must install) that

prepare them for the

online course.

Supplemental tools and

resources are identified

and readily available

within the learning

management system. Theresources enrich and are

relevant to the

content.The course uses

quality video, audio and

Internet

resources throughout the

course.


there are insufficient

learning resources

available for the students.

Supplemental tools and

resources are identified

but do not enrich and are

inappropriate and /

or not relevant to the

content. The course uses

media but not in multiple

formats. The media may

be insufficient in quality.

The course uses videoor audio sparingly.


5/15


4 3 2 1

I.C.2 The resources are

of sufficient rigor,

depth, and breadth to

teach the standards

being addressed. (QM4.1)

All learning resourcesare exceptionallybroad, deep andrigorous such that the

resource will providestudents with theknowledge and skillsrequired by thecourse for success.

Most learningresources areexceptionally broad,deep and rigorous

such that theresource will providestudents with theknowledge and skillsrequired by thecourse for success.

Some learningresources areexceptionally broad,deep and rigorous


Few learningresources areexceptionally broad,deep and rigorous



4 3 2 1

I.C.3 Instructions on

how to access

resources at a distanceare sufficient and easy

to understand. (QM

4.2)

All resources includedirections in a variety

of formats and troubleshooting information.All directions aregiven so thatresources can beaccessedindependently.

Most resourcesinclude directions in a

variety of formats andtrouble shootinginformation. Mostdirections are givenso that resources canbe accessedindependently.

Some resourcesinclude directions in a

variety of formats andtrouble shootinginformation. Somedirections are givenso that resources canbe accessedindependently.

Few resourcesinclude directions in a

variety of formats andtrouble shootinginformation. Fewdirections are givenso that resources canbe accessedindependently.

I. Content D. Instructor Resources

4 3 2 1

I.D.1

Online instructor resources and notes are includ

ed

A facilitator guide

contains completeinformation on thecourse itemsincluding, teacherresources, facilitationnotes, troubleshooting, possiblestudentaccommodations,etc.

A facilitator guide

contains informationon most of the courseitems including,teacher resources,facilitation notes,trouble shooting,possible studentaccommodations, etc.

A facilitator guide

contains partialinformation on thecourse itemsincluding, teacherresources, facilitationnotes, troubleshooting, possiblestudentaccommodations,etc.

A facilitator guide is

missing or hasincompleteinformation on thecourse itemsincluding, teacherresources, facilitationnotes, troubleshooting, possiblestudentaccommodations, etc.


6/15

I. Content D. Instructor Resources

4 3 2 1

I.D.2 Assessment and

assignment answers as

well as

explanations are included.

All assessments andassignments haveanswers includedwith possible error

analysis and samplefeedback forinstructors to give tostudents.

Some assessmentsand assignmentshave answersincluded with

possible erroranalysis and samplefeedback forinstructors to give tostudents.

Most assessmentsand assignmentshave answersincluded with


Few assessmentsand assignmentshave answersincluded with


II. Instructional Design A. Course Introduction

4 3 2 1

II.A.1 A clear, complete

course overview and

syllabus are included inthe course (iN A.6, QM

1.2, ROI 2.B)

Most=>75%

Some=>39%

Few or little=6)of thefollowing

course

objectives

student

learning

outcomes,

assignments

student

expectations

time

requirements

requiredmaterials

grading policy

teacher

contact

information

intended

audience

content scope

and sequence

The course overview

and syllabus include

some (>4)of thefollowing

course

objectives

student

learning

outcomes,

assignments

student

expectations

time

requirements

requiredmaterials

grading policy

teacher

contact

information

intended

audience

content scope

and sequence

The course overview

and syllabus include

few (


7/15


4 3 2 1

II.A.3 An instructor's

communication plan is

provided, including the

instructor's availability,

instructor response-time policy, and the

methods for students

to communicate with

the instructor (iN A.8)

The course introduction

includes a

communication plan

that provides all of the

following items: Instructor's

availability

Instructor

response-time

policy

The methods

for students to

communicate

with the

instructor.


includes a

communication plan

that provides twoof the


availability

Instructor

response-time

policy

The methods

for students to

communicate

with the

instructor.


includes a

communication plan

that provides oneof the


availability

Instructor

response-time

policy

The methods

for students to

communicate

with the

instructor.

The course

introduction does not

include a

communication plan.


4 3 2 1

II.A.4 The requirements

for student work,

including student

interaction, are clearly

articulated. (QM 5.4)

The requirements for

student work, including

student interaction are

clearly articulated.


student work are

clearly articulated, but

the do not include

expectations around

student interaction.


student work are not

clearlyarticulated.


student work are not

articulated


4 3 2 1

II.A.5 Academic

integrity and netiquette

(Internet etiquette)

expectations regarding

lesson activities,

discussions, e-mail

communications and

plagiarism are clearly

stated (QM 1.4)

Academic integrity and

netiquette (Internet

etiquette) expectations

regarding lesson

activities, discussions,

e-mail communications

and plagiarism are

clearly stated. (QM 1.4)




regarding lesson



and plagiarism are

stated, but not clear.




regarding lesson



and plagiarism are not

stated.


4 3 2 1

II.A.6 Privacy policiesare clearly stated. (iN

A.11)

A policy statement isposted on the course

providers website and in

the course

and is easily found by the

student. The policy

discloses

the organizations

information gathering and

dissemination practices.

A privacy policy statementis included in the course or

is linked

to if located outside of the

course. The policy

discloses

the organizations

information gathering and

dissemination practices.

Privacy policies are notstated.


8/15


4 3 2 1

II.A.7 The introduction

contains closely

monitored activities for

student engagement,including a self-

introduction activity for

students and the

instructor. (QM 1.7, QM

1.8)

II. Instructional Design B. Course Structure

4 3 2 1

II.B.1 The course is

organized logically (intounits and lessons), and

enrichment content,

activities, and resources

are clearly identified

The course is organized by

units and lessons. At

the start of each unit or

lesson, an overview is

posted describing the

objectives, activities,

assignments, assessments,

and resources to be used

and completed. A variety

of activities, assignments,

assessments, and

resources are used

to provide students with

different

paths to master the

content.

The course is organized by

units and lessons. At

the start of each unit or



objectives, activities,

assignments, assessments,

and resources to be used

and completed.

The course is organized

into units / modules that

fall into a logical

sequence, but some

lessons

do not include an

overview, or few or

limited resources are

noted.

The course is not

organized intounits/modules that fall

into a logical sequence.


4 3 2 1

II.B.2 Each lesson/unit

includes content and


and assessments to

provide multiple

learning opportunities

for students to master

the content. Each unit

includes an overviewthat describes the

objectives of the lesson,

as well as introduce the

upcoming content,


and assessments of the

unit.


into units or modules and

at the start of each unit or




and introduces the

upcoming content,


and assessments in the

unit or module. There are

multiple learning

opportunities for students

to master the content.


into units or modules and

at the start of each unit or




and introduces the

upcoming content,


and assessments in the

unit or module.

The course isorganized

into units or modulesThe course is not

organized units or

modules.


9/15


4 3 2 1

II.B.3 The course

structure has flexibility

to accommodate

multiple timelines.

The course structure

reflect flexibility

regarding allof the

following: Start dates

End dates

Time spent on

specific

units/modules


reflect flexibility

regarding twoof the


End dates

Time spent on

specific

units/modules


reflect flexibility

regarding oneof the


End dates

Time spent on

specific

units/modules


does notreflect

flexibility regarding:

Start dates End dates

Time spent on

specific

units/modules

II. Instructional Design C. Learner Engagement

4 3 2 1

II.C.1 The course designprovides opportunities

for appropriate

instructor-student

interaction, including

timely and frequent

feedback about student

progress based on the

learning targets.

Learning activities andother opportunities are

created to foster

instructor-student

interaction. Students

receive timely and

frequent feedback

on their progress that

emphasizes the

intended learner

outcomes. The

feedback is highly

individualized, detailed,

and recommends

specific, individualized

improvement,

and strategies to

encourage continued

progress toward

mastery.

Learning activities andother opportunities are

created to foster

instructor-student

interaction. Students

receive timely and

frequent feedback

on their progress that

emphasizes the

intended learner

outcomes. The

feedback is

individualized and

detailed.

The course designprovides few

opportunities

for appropriate

instructor-student

interaction, or few

opportunities for timely

and frequent feedback

about student progress.

The course designprovides few

opportunities

for appropriate

instructor-student

interaction, and few

opportunities for timely

and frequent feedback

about student progress.


4 3 2 1

II.C.2 The course

provides opportunitiesfor appropriate

student-student

interaction to foster

mastery and application

of the material and a

plan for monitoring that

interaction.

Learning activities

provide manyopportunities for

student to student

interaction.

Learning activities

provide someopportunity for student

to student interaction.

Learning activities

provide fewopportunities for

student to student

interaction.

Learning activities

provides no opportunityfor student to student

interaction.


10/15


4 3 2 1

II.C.3 The course

provides opportunities

for appropriate student

interaction with the

content to fostermastery and application

of the material

Learning activities

provide many

opportunities for

student interaction with

the content to fostermastery and application

of the material.

Learning activities

provide some

opportunity for student

interaction with the

content to fostermastery and application

of the material.

Learning activities

provide few

opportunities for

student interaction with

the content to fostermastery and application

of the material.

Learning activities

provide no opportunity

for student interaction

with the content to

foster mastery andapplication of the

material.

II. Instructional Design D. Learner Support

4 3 2 1

II.D.1 The course

instructions articulate

or link to a clear

description of the

technical support

offered.

The course does

contain instructions

that articulate andlink

to the technical support

offered.

The course does


that articulate orlink to

the technical support

offered, but not both.

The course does not


that articulate or link to

the technical support

offered.

II. Instructional Design D. Learner Support

4 3 2 1

II.D.2 Course

instructions answer

basic questions

related to course

content, like

research, writing,

technology, etc., or

link to tutorials or

other resources

that provide the

information.

The course instructions

address three of the basic

questions related to

course content.

Research

Writing

Technology

Copyright/fair use

?


address two of the basic


course content.

Research

Writing

Technology

Copyright/fair use

?


address one of the basic


course content.

Research

Writing

Technology

Copyright/fair use

?

The course

instructions do not

address basic

questions related

to course content.

III. Student Assessment

4 3 2 1

III.A.1 Student

evaluation strategies

are aligned with course

goals and objectives,


scope of the course andclearly stated.

All of the student

assessments are aligned

with the course goals

and objectives.

Many of the student



and objectives.

Some of the student



and objectives.

None of the student



and objectives.


11/15


12/15

III. Student Assessment

4 3 2 1

III.A.7 The course

includes authentic

assessment that

addresses, in part, 21st

century skills

The course includes an

authentic assessment

that asks students to

engage in allof the

following: higher orderthinking, elaborated

communication, and

has value beyond

school.




engage in at least two

of the following: higherorder thinking,

elaborated

communication, and

has value beyond

school.




engage in at least one

of the following: higherorder thinking,

elaborated

communication, and

has value beyond

school.

The course does not

include an authentic

assessment that reflects

higher order thinking,

elaboratedcommunication, and

value beyond school.

IV. Technology A. Usage

4 3 2 1

IV.A.1 The course

makes maximum

appropriate use ofcurrent online tools

outside of the CMS

(including email, web

2.0, chat, and

synchronous/videoconf

erencing) to enhance

learning

All of the, course

incorporates the use of

online tools outside ofthe CMS.

Most of the, course



Some of the, course



Little of the, course



IV. Technology A. Usage

4 3 2 1

IV.A.2 Technologies are

chosen that are

accessible to students.

Most=>75%

Some=>39%

Few or little=


13/15

IV. Technology B. Design

4 3 2 1

IV.B.1 The

course is easy

and logical to

navigate,including self-

describing links

Designing

Aesthetically

pleasing moodle

courses

The course navigation is:

Clear

Familiar

Responsive Consistent

Aesthetically

pleasing

Efficient

Most of the course

navigation is:

Clear

Familiar Responsive

Consistent

Aesthetically

pleasing

Efficient

Some of the course

navigation is:

Clear

Familiar Responsive

Consistent

Aesthetically

pleasing

Efficient

Little or none of the

course navigation is:

Clear

Familiar Responsive

Consistent

Aesthetically

pleasing

Efficient


4 3 2 1

IV.B.2 Aesthetic design

presents andcommunicates course

information clearly

throughout the course.

Designing Aesthetically

pleasing moodle

courses

The aesthetic design of

the course addresses allof the following:

Layout

Positioning

Shapes or

Icons

Size

Color

Contrast

Texture

Text

AllInformation is

presented and

communicated clearly.


the course addressesmostof the following:

Layout

Positioning

Shapes or

Icons

Size

Color

Contrast

Texture

Text

Mostinformation is

presented and



the course addressessomeof the following:

Layout

Positioning

Shapes or

Icons

Size

Color

Contrast

Texture

Text

Someinformation is

presented and



the course addresseslittle of the following:

Layout

Positioning

Shapes or

Icons

Size

Color

Contrast

Texture

Text

Littleinformation is

presented and



4 3 2 1

IV.B.3 All web pages are

visually and functionally

consistent throughout

the course.

Most=>75%

Some=>39%

Few or little=


14/15


15/15

V. Legal Responsibilities

4 3 2 1

V.A.4 The course meets

ADA compliance,

including alternatives to

auditory or visual

content, as well asaccommodating the use

of assistive technologies

(QM 8.2, 8.3, 8.4)

The course meets or

exceeds ADA

compliance in all of the

following areas:

Links Text

Images

Audio

Video

The course meets or

exceeds ADA

compliance in fewer

than fewer than 4 of

the following areas: Links

Text

Images

Audio

Video

The course meets or

exceeds ADA

compliance in fewer

than 3 of the following

areas: Links

Text

Images

Audio

Video

The course ADA

compliance in none of

the following areas:

Links

Text Images

Audio

Video

V. Legal Responsibilities

4 3 2 1

V.A.5 The course

reflects multi-culturaleducation, and the

content is accurate,

current, and free of

bias or advertising iN

A.9)

The course does allof

the following: Reflects

multicultural/ge

nder-fair

education

standards

Contains

accurate

content

Is free of bias

and advertising

The course does 2of the

following items: Reflects

multicultural/ge

nder-fair

education

standards

Contains

accurate

content

Is free of bias

and advertising

The course does 1of the

following items: Reflects

multicultural/ge

nder-fair

education

standards

Contains

accurate content

Is free of bias

and advertising

The course does none

of the following Does not

reflect multi-

cultural,

gender-fair

education

standards

Does not

contain

accurate

content

Is not free of

bias or

advertising.

aea pd online course rubric

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