Evaluation Summary

Brandman University

School of Education

Area of Evaluation
Quality Matters Summary
1. Course Overview and Introduction
2. Learning Objectives (Competencies)
3. Assessment and Measurement
4. Instructional Materials
5. Course Activities and Learner Interaction
6. Course Technology
7. Learner Support
8. Accessibility and Usability
IDEAL
Bloom's Taxonomy
IDEAL Basics
Signature Assignment:

Status

Total Course Evaluation

Green

Green
Green
Green
Green
Green
Green
Green
Green
Green
Green
Green

90% and above GREEN 80 - 89% AMBER 79% and below RED

Evaluation Summary

REVIEWER:

Brandman University

School of Education

Andrea Munro/Annie Spillane DATE: 1/11/2017

COURSE CODE: ZZ-EDUU-631

NOTES: Course revisions completed as part of BCDC. IQ Tool completed post revisions.

Quality Matters - Evaluation_x000D_

Brandman University

SPECIFIC REVIEW STANDARDS

YES

COMMENTS-Munro
1/11/17

School of Education

Course Overview and Introduction: The overall design of the course is made clear to the learner at the
beginning of the course.
1.1 Instructions make clear how to get started and
where to find various course components.

1.2 Learners are introduced to the purpose and

structure of the course.

1.3 Etiquette expectations (sometimes called

"netiquette") for online discussions, email, and other
forms of communication are stated clearly.
1.4 Course and/or instructional policies with which the
learner is expected to comply are clearly stated, or a
link to current policies is provided.

1.5 Minimum technology requirements are clearly

stated and instructions for use provided.
1.6 Prerequisite knowledge in the discipline and/or any
required competencies are clearly stated.
1.7 Minimum technical skills expected of the learner
are clearly stated.
1.8 The self-introduction by the instructor is
appropriate and is available online. (In the Master, ensure

directions are present for instructors in live shells.)

1.9 Learners are asked to introduce themselves to the

class.

Start Here Button meets this requirement.

Much of this information is covered in the
syllabus but Annie also created a Course
Welcome Video that takes students
through the course shell and covers major
assignments etc
Start Here Button meets this requirement.

Much of this information is covered in the

syllabus but Annie also created a Course
Welcome Video that takes students
through the course shell and covers major
assignments etc
Start Here Button meets this requirement.
Syllabus

Start Here Button meets this requirement.

There is a place holder in the course
information tab where instructors can
enter their information.
This course is part of a closed cohort
model and is the second course. Students
are asked to introduce themselves in the
first course the term prior.

Learning Objectives (Competencies): Learning objectives or competencies describe what learners will be
able to do upon completion of the course.

Quality Matters - Evaluation_x000D_

Brandman University

2.1 The course learning objectives, or course/program

competencies, describe outcomes that are measurable.
2.2 The module/unit learning objectives or
competencies describe outcomes that are measurable
and consistent with the course-level objectives or
competencies.
2.3 All learning objectives or competencies are stated
clearly and written from the learner's perspective.
2.4 The relationship between learning objectives or
competencies and course activities is clearly stated.
2.5 The learning objectives or competencies are suited
to the level of the course.

Assessment and Measurement: Assessments are integral to the learning process and are designed to
evaluate learner progress in achieving the stated learning objectives or mastering the competencies.
3.1 The assessments measure the stated learning
objectives or competencies.
3.2 The course grading policy is stated clearly.

3.3 Specific and descriptive criteria are provided for

the evaluation of learners work and are tied to the
course grading policy.
3.4 The assessment instruments selected are
sequenced, varied, and suited to the learner work
being assessed.

School of Education

Quality Matters - Evaluation_x000D_

Brandman University

3.5 The course provides learners with multiple

opportunities to track their learning progress.

School of Education

Instructional Materials: Instructional materials enable learners to achieve stated learning objectives or
competencies.
4.1 The instructional materials contribute to the
achievement of the stated course and module/unit
learning objectives.
4.2 Both the purpose of instructional materials and
how the materials are to be used for learning activities
are clearly explained.
4.3 All instructional materials used in the course are
appropriately cited.
4.4 The instructional materials are current.
4.5 A variety of instructional materials is used in the
course.

4.6 The distinction between required and optional

materials is clearly explained.

This is laid out in the course at a glance as

well as in the assignment directions and
rubrics.
Links are provided to the sources for all
learning resources and activities.
all links have been checked and are
appropriately current and active.
Journal articles, websites, third party video
content and original video content are all
used for instructional purposes
notes are provided for resources including
if they are supplemental/optional

Course Activities and Learner Interaction: Course activities facilitate and support learner interaction and
engagement.
5.1 The learning activities promote the achievement of

the stated learning objectives or competencies.

5.2 Learning activities provide opportunities for
interaction that support active learning.

Quality Matters - Evaluation_x000D_

Brandman University

5.3 The instructors plan for classroom response time

and feedback on assignments is clearly stated.

5.4 The requirements for learner interaction are clearly

stated.

School of Education

In SOE the policy is to allow instructors to

develop their own policies which are then
to be added to the Instructor Information
section.
There are clear instructions for students in
regards to collaborating in Wikis,
communicating in DBs and completing
their resource websites

Course Technology: Course technologies support learners achievement of course objectives or competencies.
6.1 The tools used in the course support the learning
objectives or competencies.
6.2 Course tools promote learner engagement and
active learning.

6.3 Technologies required in the course are readily

obtainable.

6.4 The course technologies are current.

Weekly wikis help students engage in the

learning community, optional synch
sessions help bridge the online
communication gap and the use of
welcome videos and websites help make
the course activities current
Website/portfolio instructions are provided
for students via the Weebly tab, a LIveText
tab links them to their Signature
Assignment and the MWDS tab links them
to resources for assistance with their
multi-media assignments

6.5 Links are provided to privacy policies for all

n/a

external tools required in the course.

Learner Support: The course facilitates learner access to institutional support services essential to learner
success.
7.1 The course instructions articulate or link to a clear
Start Here Button meets this requirement.

description of the technical support offered and how to

obtain it.
Start Here Button meets this requirement.
7.2 Course instructions articulate or link to the

institutions accessibility policies and services.

Quality Matters - Evaluation_x000D_

Brandman University

7.3 Course instructions articulate or link to an

explanation of how the institutions academic support
services and resources can help learners succeed in
the course
7.4 Course instructions articulate or link to an
explanation of how the institutions student services
and resources can help learners succeed and how
learners can obtain them.

School of Education

Start Here Button meets this requirement.

Start Here Button meets this requirement.

Accessibility and Usability: The course design reflects a commitment to accessibility and
usability for all learners.
8.1 Course navigation facilitates ease of use.
8.2 Information is provided about the accessibility of
all technologies required in the course.
8.3 The course provides alternative means of access to
course materials in formats that meet the needs of
diverse learners.
8.4 The course design facilitates readability.

Start Here Button meets this requirement.

Start Here Button meets this requirement.
Start Here Button meets this requirement.

Start Here Button meets this requirement.

8.5 Course multimedia facilitate ease of use.

Start Here Button meets this requirement.

Quality Matters - Evaluation_x000D_

Brandman University

School of Education

COMMENTS- Spillane 1/11/17

2
2

1
1

1
16

Quality Matters - Evaluation_x000D_

Brandman University

School of Education

syllabus, course objectives (CLOs) were revised

and reviewed in BCDC
1

syllabus and CAAG descriibe measurable

outcomes
3
Syllabus & CAAG
3
yes, this is in the syllabus, caag and the BCDC
reflection.
3
yes these are tied to the CEC advanced
standards

15
all assessments are tied to clo's as listed in the
CAAG
all rubrics are loaded into the Blackboard shells
for students and additional policies are stated in
the course syllabus.

all assignment instructions, rubrics are loaded

into the Blackboard shells for students and
additional policies are stated in the course
syllabus.

there are a variety of assignment types

consisting of Discussion Boards, collaborative
wikis, website creations, online portfolio and a
literature review.

Quality Matters - Evaluation_x000D_

Brandman University

the signature assignment is scaffolded and

benchmarked in stages so students are provided
with continuous feedback from instructors.
Additional a variety of assignments are due and
graded weekly allowing students to monitor their
progress.

School of Education

13
Materials are varied and designed to provide
information related to the CLOs in each week as
aligned in the Course at a Glance.

3
2
2

1
13
The learning activities are directly aligned to
CLO's each week as displayed in the course at a
glance.
Students complete discussion boards and
collaborative wiki activities including lesson
plans, websites, resources, etc and optional
synchronous sessions that involve collaborative
activities.

Quality Matters - Evaluation_x000D_

Brandman University

School of Education

2
11
1

2
1
1
10

3
3

Quality Matters - Evaluation_x000D_

Brandman University

School of Education

3
3

2
2
2

IDEAL - Course Evaluation

Brandman University

Item for Review

YES

Insert Your School Here

COMMENTS -Munro 1/11/17

Bloom's Revised Taxonomy: Is there evidence that the student's are being challenged to do the following:

Remembering: recognizing, listing, describing,

identifying, retrieving, naming, locating, finding

Understanding: interpreting, summarizing,

inferring, paraphrasing, classifying, comparing,
explaining, exemplifying

Applying: implementing, carrying out, using,

executing
Analyzing: comparing, organizing, deconstructing,

attributing, outlining, finding, structuring,

integrating
Evaluating: checking, hypothesizing, critiquing,

experimenting, judging, testing, detecting,

monitoring
Creating: designing, constructing, planning,

producing, inventing, devising, making

iDEAL Basics: Does the course meet the following requirements:

the course is "learning-centered" rather than

"teacher centered"

technology is used to enhance and activate the

learning experience.

face-to-face instruction is connected to independent

and collaborative online learning. (BLENDED ONLY)
synchronous and asynchronous instructional
opportunities are combined with independent and
collaborative online learning. (ONLINE ONLY)

n/a

there are optional synch sessions that

complement the course content

IDEAL - Course Evaluation

Brandman University

opportunities for the student to express their views,

share their ideas and collaborate are built into the
course.

Insert Your School Here

IDEAL - Course Evaluation

Brandman University

COMMENTS- Spillane
1/11/17
DB posts, Wiki, Literature Review,
Portfolio/Website

DB posts, Wiki, Literature Review,

Portfolio/Website

#VALUE!

Wikis, Literature Reviews and Portfolios

#VALUE!

DB, Literature Review and Wikis

#VALUE!

DB posts, Wiki, Literature Review,

Portfolio/Website

#VALUE!

Portfolio/Website and Wikis

yes, there are collaborative student
activities and students determine what
their topic is for their signature
assignment based on their areas of
interest etc
yes, technology is seemlessly integrated
throughout the course in both the
instructional resources as well as the
student assignments.

#VALUE!
18

Insert Your School Here

IDEAL - Course Evaluation

yes, this is done throughout the synch
sessions, DBs, Wikis, Signature
Assignment and Literature Reviews.

Brandman University

Insert Your School Here

2
13
31
89
120

127 127
114 114
100 100
00

101.6
113.03

Signature Assignment

Brandman University

SIGNATURE ASSIGNMENT
Does this course require a Signature Assignment?(If it

YES COMMENTS- Munro 1/11/17

N/A

does not, click all the boxes and type N/A in the comments.)

Is there a Signature Assignment Loaded into the

course?
Is it in the correct week?
Is the rubric loaded for students to view as a .pdf?

yes

yes
yes as google doc

Is the rubric loaded in Instructor resources as a .doc?

Is the assignment worth the correct amount of points?
(Check the Gradebook & Syllabus)

Insert Your School Here

yes as google doc

yes

Signature Assignment

Brandman University

Insert Your School Here

COMMENTS- Spillane 1/11/17

N/A

yes

#VALUE!

yes

#VALUE!

yes

#VALUE!

yes

#VALUE!

yes

#VALUE!
6

Credit Hour Accountability

Brandman University

IDEAL/WASC CREDIT HOUR

ACCOUNTABILITY
How many hours does a student spend doing any
of the following in Week 1:
Synchronous Communication
Asynchronous Communication

Independent Work
How many hours does a student spend doing any
of the following in Week 2:
Synchronous Communication
Asynchronous Communication

Independent Work
How many hours does a student spend doing any
of the following in Week 3:
Synchronous Communication
Asynchronous Communication
Independent Work
How many hours does a student spend doing any
of the following in Week 4:
Synchronous Communication
Asynchronous Communication
Independent Work
How many hours does a student spend doing any
of the following in Week 5:
Synchronous Communication
Asynchronous Communication

Independent Work
How many hours does a student spend doing any
of the following in Week 6:
Synchronous Communication
Asynchronous Communication

Independent Work

Please enter a numeric

value between 0 and 7 to
indicate the hours PER
WEEK a student is
expected to spend on the
specified task.

Insert Your School Here

WEEKLY
TOTAL

1
6

1
6

1
6

1
6

1
5

1
5

Credit Hour Accountability

Brandman University

How many hours does a student spend doing any

of the following in Week 7:
Synchronous Communication
Asynchronous Communication
Independent Work
How many hours does a student spend doing any
of the following in Week 8:
Synchronous Communication
Asynchronous Communication
Independent Work

Insert Your School Here

1
5

1
6

Total Hours: Engagement

Total Hours: Independent
Total Hours

53
57
110

Note: Each week students should be collaborating in their courses with

other students synchronously or asynchronously (highlighted in GREEN)
for an average of 3 hours and independently (highlighted in ORANGE) for
an average of 3-6 hours. Please fill in the WHITE areas only. OVERALL
students should be ENGAGED in the course 44+ hours as well as
INDEPENDENTLY working for the required 44+ hours.
Examples of Synchronous Student Engagement:
Adobe Connect virtual Classes/Webinars
Examples of Asynchronous Student Engagement:
Discussion Board Forums
Emails
Group Work in WIKI
Pair Work in WIKI
Examples of Independent Engagement:
Reading Course Materials/Texts
Watching Topical Videos
Individual Projects/Papers

Credit Hour Accountability

Brandman University

SPECIFIC
ACTIVITY/ASSIGNMENT/PROJECT
(optional)

optional synch session

Weekly DBs, and Wikis, mentor communication
Readings, literature searches, course videos, identifying
student and signature assignment topic, creating
portfolio/weebly,

optional synch session

Weekly DBs, and Wikis, mentor communication
Readings, literature searches, course videos, identifying
student and signature assignment topic, creating
portfolio/weebly, Description of Learner and Program
Vision, Mission, & Goals

optional synch session

Weekly DBs, and Wikis, mentor communication
Readings, literature searches, course videos, building
portfolio/weebly,

optional synch session

Weekly DBs, and Wikis, mentor communication
Readings, literature searches, course videos, building
portfolio/weebly, program plan & rationale

optional synch session

Weekly DBs, and Wikis, mentor communication
Readings, literature searches, course videos, updating
portfolio/weebly, research matrix, implementing program
plan

optional synch session

Weekly DBs, and Wikis, mentor communication
Readings, literature searches, course videos, updating
portfolio/weebly, literature review, implementing program
plan

Insert Your School Here

Credit Hour Accountability

Brandman University

optional synch session

Weekly DBs, and Wikis, mentor communication
Readings, course videos, finalizing portfolio/weebly,
writing up results and reflection of program plan.

optional synch session

Weekly DBs, and Wikis share our portfolios with peers
Readings, course videos, submitting final signature
assignment.

Insert Your School Here