ONTL 7201 Final Project Rubric

The Final Project rubric, based on the Blackboard Exemplary Course Rubric, will be used to evaluate your course
construction according to Best Practices. (Total Points: 50)

Use this rubric to evaluate your course BEFORE submitting your Final Project assignment.

Criteria Levels of Achievement

Excellent Very Good
Objectives
Course Goals are Goals and objectives
clearly stated in the are located within the
syllabus; unit goals course syllabus or the
are stated in each individual learning units
unit. Goals are Objectives are written
specific, measurable, to reflect desired
and achievable, and learning outcomes,
contain an active although not all are
verb. written as measureable
outcomes Students
have some
understanding of what
is expected of them
Content Excellent Very Good
Presentation
Instructional materials Content is made
form the core of the available or chunked
course. Content is in manageable
appropriately segments; Navigation
"chunked" and is somewhat intuitive,
content flows in a but some exploring is
logical progression. required to determine
Content contains a the flow of content;
variety of visual and Content is presented
auditory elements as using a variety of
well as supplementary mechanisms (content
Promising Incomplete
Goals and Goals and objectives are
objectives are not not easily located within
easily located within the course Some are
the course Goals missing and others poorly
and objective are not written The level does not
clearly written in match the desired learning
measurable learning outcomes
outcomes Students
may be unsure of
what they are
expected to be able
to do The level
does not match the
desired outcomes
Promising Incomplete
Some content Content is not chunked
segments are overly into manageable
large (or possibly too segments; Navigation is
small) for the not intuitive and the flow of
specified objectives content is unclear The
Navigation is only design does not avail of the
occasionally content presentation tools
intuitive, thus the (content modules, single
flow of content is pages, links) No visual or
sometimes not auditory elements are used
easily determined to enhance the content;
 resources. Navigation modules, single pages, The design does not Supplementary resources
is intuitive. links to external avail of the content are not made available
resources, RSS Feeds, presentation tools (course CDs, textbooks,
print material); Visual (content modules, course manuals, etc.)
and/or auditory single pages, links)
elements occasionally Few or no visual
enhance the content; and/ or auditory
supplementary elements are used
resources are made to enhance the
available (course CDs, content
textbooks, course Supplementary
manuals, etc.) resources may be
made available
(course CDs,
textbooks, course
manuals, etc.)
Learner Excellent Very Good Promising Incomplete
Engagement
Learning activities Instructional strategies It is not clear how Instructional strategies do
promote stated are designed to help the instructional not provide students with
learning goals. students to reach strategies will help skills needed to achieve
Students are course goals and learners achieve course goals and
instructed in how to objectives, although course goals and objectives Content is
work with content this relationship may objectives provided but it is not clear
resources. not be obvious to Guidance in using what students are
Instructional material learners Guidance is content materials expected to do with it
promotes higher order provided, but could be may only be Higher order thinking is not
thinking. Remedial improved with greater provided on a limited expected from students
and advanced-level detail or depth Higher basis Higher order No supplementary
materials are order thinking is thinking is not resources or activities are
included. required for some required or provided for remediation or
activities but is not encouraged advanced study.
well-explained or Differentiated
supported (e.g., by instructional
providing examples of opportunities are not
good answers) provided, although
Differentiated there may be
instruction (such as supplementary
remediation) may be content resources
available on a limited available
basis
Technology Use Excellent Very Good Promising Incomplete
Tools available within Tools available within Tools available Technologies used within
the LMS are used to the LMS could be within the LMS are the LMS do not engage
facilitate learning by utilized more (or more not used to their full students with learning
engaging students creatively) to engage extent or not used Tools that could reduce the
with course content learners with course when it would be labor intensity of online
LMS tools are used to content LMS tools are appropriate to do so instruction are not utilized
reduce the labor- made available to Only a few tools (of Students are not expected
intensity of learning assist students, but those available to use technologies
(e.g., providing links could be organized or within the LMS) are available within the LMS
to needed resources arranged for even used in a way that Only a few technologies
where they will be greater usefulness streamlines access available within the LMS
used in the course, Technologies within to materials and are used
integrating publisher the course are used in activities for
resources that are many cases merely to students
tailored to the course replicate traditional Technologies within
materials, and face-to-face instruction the LMS are used
providing streamlined There is some variety primarily by
access to in the tools used to instructors and not
supplementary deliver instruction students (students
materials) as recipients of
Technologies are content model)
used creatively in There is little variety
ways that transcend in use of
traditional, teacher- technologies within
centered instruction the LMS
A wide variety of
delivery media are
incorporated into the
course An effort has
been made to use
low-cost or no-cost
materials when
available
Communication Excellent Very Good Promising Incomplete
Strategies
Course offers Several Communication Little to no attention has
opportunities for communication strategies are been devoted to
synchronous and/or activities are included included, however, communication strategies
asynchronous to reinforce the desired they may not Interaction activities that
 interaction. learning outcomes consistently are included do not invoke
Discussions aligned Asynchronous reinforce desired critical thinking, reinforce
with course objectives communications learning outcomes learning, or take advantage
and provide sometimes require Asynchronous of the specific strengths of
opportunities to reflection or other communications are the communication tools
explore content at a higher order thinking focused primarily on used.
critical thinking level. Synchronous lower levels of
interactions are thinking (e.g.,
meaningful but may not summarizing,
take full advantage of describing,
the real-time presence interpreting, etc.)
of instructor and/or Synchronous
peers. interactions are used
mostly for instructor
explanation or
clarification of
content, or other
instructor-focused
activities.
Development of Excellent Very Good Promising Incomplete
Learning
Community
Communication Communication Effort has been Little to no attention has
activities build a activities may help devoted to fostering been devoted to building a
sense of community learners build a sense a sense of sense of community in this
among learners by of community, but do community in the course.
fostering student-to- not appear to be course, but only
student interactions designed with this in minimally. More
as required activities mind Some student- focus is needed on
of the course. to-student interaction is designing activities
Students are built into the course and a course climate
encouraged to initiate Students interact with that foster student-
communication with the instructor, although to-student
the instructor. primarily as a result of interactions as well
Collaborative activities instructor-initiated as student-to-
reinforce course contact Collaboration instructor
content and learning activities (if included) interactions.
outcomes, while support some team-
building workplace- building skills, but may
useful skills such as not purposefully
 teamwork, integrate these
cooperation, elements.
negotiation, and
consensus-building.
Interaction Excellent Very Good Promising Incomplete
Logistics
Guidelines explaining Expectations of student Instructor Few or no guidelines are
required levels of participation in expectations of provided to students
participation (i.e., communication student interactions regarding the desired
quantity of activities are given, but are not made clear quantity or quality of
interactions) are would benefit from Little information is communications/
provided; more detail provided regarding interactions within the
Expectations Expectations regarding what constitutes a course The instructor
regarding the quality the quality of good response or does not participate in
of communications communications are posting Students communications activities
(e.g., what constitutes included, but may be are not given a clear with students.
a good answer) are sketchy and lack detail set of criteria for how
clearly defined; A or illustrative examples communications
rubric or equivalent Minimal information activities will be
grading document is may be provided graded The
included to explain regarding grading instructor appears to
how participation will criteria for be largely absent
be evaluated; The communications from communication
instructor actively activities The activities Few
participates in instructor is announcements,
communication occasionally involved reminders, or other
activities, including in communication updates are
providing feedback to activities The provided
students; The instructor sometimes
instructor uses takes advantage of
communication tools LMS tools to post
to provide course announcements,
updates, reminders, reminders, etc.
special
announcements, etc.
Assessment Excellent Very Good Promising Incomplete
Expectations
Assessments match Assessments match Students are Assessments bear little
the goals & objectives the goals & objectives assessed on the resemblance to goals &
Learners are Rubrics or descriptive topics described in objectives Expectations
 directed to the criteria for desired the course goals and or grading criteria are not
appropriate outcomes are included objectives There provided Instructions are
objective(s) for each for some assessment may be some limited or absent
assessment Rubrics activities Instructions explanation of how
or descriptive criteria are written clearly, with assessments will be
for desired outcomes some detail included scored/ graded
are provided (models Instructions lack
of good work may be detail that would
shown, for example) help students
Instructions are understand how to
written clearly and complete the
with sufficient detail to activities
ensure understanding
Assessment Excellent Very Good Promising Incomplete
Design
Assessments appear Assessment activities Assessment Assessment activities
to measure the have face validity activities have face appear to lack validity due
performance they (i.e., they appear to validity (i.e., they to bias, lack of clarity in
claim to measure match the curriculum) appear to match the questions or tasks, or
(e.g., activities are Some activities involve curriculum) Some because students are
explained using higher order thinking activities involve evaluated on performance
appropriate reading Assessment activities higher order thinking unrelated to the stated
level and vocabulary) may focus on tasks Assessment objectives No higher-
Higher order thinking similar to real-world activities may focus order thinking skills are
is required (e.g., application of skills on tasks similar to required to complete
analysis, problem- Multiple assessments real-world assessment activities
solving, etc.) are included; at least application of skills There is little or no
Assessments are three different types of Multiple evidence of authenticity
designed to mimic assessments are used assessments are built into assessments
authentic included; at least Assessments are too few
environments to three different types and far apart for the course
facilitate transfer of assessments are content
Assessment activities used
occur frequently
throughout the
duration of the course
Multiple types of
assessments are
used (research
project, objective test,
discussions, etc.)
Self-Assessment Excellent Very Good Promising Incomplete
Many opportunities for Some self-assessment There may be self- A few self-assessments
self-assessment are activities are included assessment may be included, but they
provided; Self- Self-assessments activities, but they offer little more feedback
assessments provide provide feedback to are limited in scope than flash cards
constructive, learners and do not offer
meaningful feedback useful feedback
Orientation to Excellent Very Good Promising Incomplete
Course and LMS
Clearly labeled tutorial Clearly labeled tutorial Tutorial materials Tutorial materials
materials that explain materials that explain that explain how to explaining how to navigate
how to navigate the how to navigate the navigate the LMS the LMS or the specific
LMS and the specific LMS and the specific and/or the specific course may be included
course are included course are included course may be but are difficult to find, lack
Tutorials are found Tutorials may not be evident, but not detail, are not well
easily (few clicks) easily accessed, or easily found organized, or are
whether internal or require the learner to Materials do not incomplete Tutorial
external to the course, leave course site support multiple materials that are included
with easy return to without an easy return learning modalities do not support learning
other areas of the Tutorial materials and are text-based modalities
course Tutorial support multiple only
materials support learning modalities:
multiple learning audio, visual, and text
modalities: audio, based
visual, and text based
Instructor Role Excellent Very Good Promising Incomplete
and Information
Contact information Contact information for Contact information Contact information for the
for the instructor is the instructor is for the instructor is instructor is sketchy, at
easy to find and included but may not provided but not best Lacks information
includes multiple be easy to find; contact easy to find concerning response time
forms of information includes Contact information for e-mail replies is
communication (for more than one type of includes only one included Information
example, e-mail, communication tool way to reach the regarding the instructors
phone, chat, etc.) Expected response instructor role in the course is not
Expected response time for e-mail replies Information included Instructors
time for e-mail replies may be included concerning response methods of collecting and
is included The Instructors role within time for e-mail returning work are
instructors role within the course is not replies is not confusing or non-existent;
 the course is clearly spelled out to included Little or
explained (for students The no information is
example, whether he/ instructors methods of given regarding the
she will respond to collecting and returning instructors role in
tech support type work are clearly the course The
questions) The explained instructors methods
instructors methods of collecting and
of collecting and returning work are
returning work are evident but not
clearly explained clearly explained
Accommodations Excellent Very Good Promising Incomplete
for Disabilities
Supportive Supportive Supportive Supportive mechanisms
mechanisms allow mechanisms allow mechanisms allow allow some learners with
learners with learners with some learners with disabilities to participate in
disabilities to disabilities to disabilities to the online community for
participate fully in the participate in the online participate fully in some activities The
online community community for most the online design and delivery of
The design and activities The design community The content do not apply
delivery of content and delivery of content design and delivery alternative resources nor
integrate alternative integrate some of content do not enable assistive processes
resources (transcripts, alternative resources include alternative for those needing
for example) or or enable assistive resources nor accommodations Links to
enable assistive processes for those enable assistive institutional policies,
processes (voice needing processes for those contacts, and procedures
recognition, for accommodation Links needing to support learners with
example) for those to institutional policies, accommodation disabilities are not evident
needing contacts, and Links to institutional Design factors such as
accommodation procedures to support policies, contacts, color, text size
Links to institutional learners with and procedures to manipulation, audio and
policies, contacts, and disabilities are included support learners with video controls, and alt tags
procedures for but may not be easy to disabilities are not have not been considered
supporting learners find Design factors evident Design
with disabilities are such as color, text size factors such as
included and easy to manipulation, audio color, text size
find Design factors and video controls, and manipulation, audio
such as color, text alt tags have been and video controls,
size manipulations, considered in some and alt tags have
audio and video cases not been
controls, and alt tags considered.
reflect universal
 accessibility
considerations
Feedback Excellent Very Good Promising Incomplete
Learners have the Learners have the Learners have the Learners do not have the
opportunity to give opportunity to give opportunity to give opportunity to give
feedback to the feedback to the feedback to the feedback to the instructor
instructor regarding instructor regarding instructor regarding regarding course design or
course design and course design and/or course design or course content Feedback
course content both course content, but course content, but mechanisms do not
during course delivery only after course only after course guarantee privacy to the
and after course completion Feedback completion student
completion mechanisms allow Feedback
Feedback students to participate mechanisms do not
mechanisms allow anonymously in course guarantee privacy to
students to participate evaluation the student
anonymously in
course evaluation