Online Course Readiness Checklist- Part 2 of 4
The Learning and Educational Center supports all instructors in the development and advancement of their courses. We developed a checklist based on the Quality Matters Rubric and adapted it from a similar checklist from Western Kentucky University which allows instructors to quickly determine their course readiness as it relates to the Quality Matters (QM) Rubric. The Course Readiness Checklist was designed and aligned with the 8 Standards of the Quality Matters Rubric. For those that are familiar with Quality Matters, we have documented the relevant QM Standard in the checklist. Over the next three weeks, we will break down the checklist and review a section or two each week.
This week, we break down the Learning Objectives and Assessments & Measurement sections of the Online Course Readiness Checklist.
Learning Objectives
- Written from the learner’s perspective.
- Described in measurable terms.
- Action verbs are used. Bloom’s Taxonomy is a helpful resource.
- Learning objectives are suited and appropriate to the level of the course. This recording of Foundations of Instructional Design Part 1 from our Summer Series workshop may be helpful to writing learning objectives and course alignment.
Assessment & Measurement
- Students are assessed in a variety of ways, such as self-checks, quizzes, writing assignments, discussions, projects, etc.
- Assessments give students a chance to demonstrate their knowledge and to practice their skills and allow you to provide feedback to help them meet the learning objectives. Create a variety of assessments such as self-checks, quizzes, writing assignments, discussions, projects, etc.
- Assessments are purposeful, goal-oriented, relevant, and engaging.
- Assessments directly relate to learning objectives.
- When creating assessments, they must directly relate to learning objectives. When assessments target specific objectives, the results can be used to guide further instruction.
- Assessment feedback is timely to course objectives, providing opportunities for correction, guiding your students toward desired learning outcomes and success.
- The relationship between the course grading scale, point system, percentages, late assignment policies, and an overall letter grade is clearly defined for students.
- Provide clear grading rubrics or evaluation criteria for any graded assessments in the course are provided.
