Evaluation Criteria

Does not meet criteria

Partially meets criteria

Meets criteria

Comments

The learning experiences have a clear purpose with well-defined objectives and outcomes.

• The learning design considers both the nature of the content and the characteristics of the learners.
• High expectations are clearly communicated.
• Efforts are made to relate the design of the course to students with different learning and organizational styles.
• Evaluation/grading procedures are clearly explained.

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1

2

Well-designed discussion and cooperative assignments are incorporated to facilitate collaborative learning among students.

• These assignments are clearly integrated into the course.
• There is a sufficient number of discussion assignments.
• There are provisions for instructor mediation of the discussions.
• Opportunities are provided for students to learn by teaching others.
• Mechanisms are in place to ensure that all students participate in group discussions/ assignments.
• Discussions are designed to promote engagement and evaluation rather than simple repetition of content.
• There are discussions within the class as a whole and within smaller groups.

0

1

2

The learner is actively engaged.

• There are active, hands-on, problem-solving opportunities.
• The course relates content and outcomes to real-life experiences through simulation and/or application.
• Mechanisms are used to encourage the student to participate with the instructor, the content, other students, and technology.
• Course projects are an integral part of the learning experience.
• Projects and/or papers are open to instructor and peer critique and feedback.

0

1

2

The course goes beyond knowledge transmission to knowledge creation and critical thinking.

• Students are equipped to use new knowledge in problem-solving.
• Analogy and simulation are used to relate new content to past knowledge/experience.
• Higher order thinking skills such as analysis, synthesis, and evaluation are developed by the learning experiences provided in the course.

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1

2

The learning environment makes appropriate use of a variety of media.

• Different media are used to address different learning styles.
• Use of various media is consistent with the nature of the content, learning goals, and access to technology.
• The course goes beyond an "electronic correspondence course."

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1

2

There are clear mechanisms and guidelines for interaction between the student and the instructor.

• A variety of communication options are provided.
• Methods are in place to encourage students to interact with the instructor.
• Policies are in place describing the types of communication that should take place over different channels.
• There are clear standards for instructors' timelines for responding to messages.

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1

2

The course emphasizes time on task.

• Assignments are appropriately spaced and clear deadlines are set for their completion.
• There are clear guidelines for determining the relative importance of different sections of the course.
• More challenging content/skills are addressed with more extensive and more varied learning strategies.

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1

2

Prompt feedback is provided.

• Reasonable feedback time for questions and assignments submitted to the instructor is specified.
• Receipt of assignments is acknowledged within a reasonable and specified time.

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1

2

Effective procedures are in place for acquiring access to appropriate resources to support the course.

• There are clear instructions for accessing library resources.
• There are clear instructions for acquiring bookstore resources.
• Links are provided for a variety of online resources.
• There is a way for students to self-assess whether or not they have the needed technology access and skills to succeed in the course.
• Meets Web Content Accessibility Guidelines for ADA compliance. For more information, refer to: http://www.webaim.org/standards/

0

1

2

The course respects diversity, varied talents, and different learning styles.

• Students are encouraged to express their informed opinions in a non-threatening environment.
• Mechanisms are provided for students to bring varied backgrounds and experiences into the learning experience.
• Assignments, presentation of content, and feedback are designed to account for different learning styles.
• Students are allowed to choose from different projects.

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1

2

Points

= Total Points (out of possible 20)