AEA PD Online Course Rubric
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Transcript of AEA PD Online Course Rubric
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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
system, course goals and
objectives are present,
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,
representative of the
scope of the course and
clearly stated.
Within the learning
management
system, course goals and
objectives are present,
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,
representative of the
scope of the course and
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.
I. Content A. Learner Objectives
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=
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8/13/2019 AEA PD Online Course Rubric
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I. Content A. Learner Objectives
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
Information literacy
including digital fluency
and communication skills
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
Information literacy
including digital fluency
and communication skills
are an impliedpart of
the course and
incorporated into
specific content,
activities, assignments,
and assessments.
No lesson on digital
fluency and
communication
Not all of the activities
and assessments require
digital fluency and
communication
No assessment of digital
fluency or
communication
Information literacy
including digital fluency
and communication skills
are not part of the
course.
No lesson on digital
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=
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8/13/2019 AEA PD Online Course Rubric
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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.
I. Content B. Instructional Strategies
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=
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8/13/2019 AEA PD Online Course Rubric
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I. Content B. Instructional Strategies
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.
21st century skills are
an impliedpart of the
course and
incorporated
throughouttheinstruction.
21st century skills are
an impliedpart of the
course and
incorporated
instruction.
21st century skills are
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).
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.
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.
Before the course begins,
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.
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I. Content C. Resources and Materials
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
such that theresource will providestudents with theknowledge and skillsrequired by thecourse for success.
Few learningresources areexceptionally broad,deep and rigorous
such that theresource will providestudents with theknowledge and skillsrequired by thecourse for success.
I. Content C. Resources and Materials
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.
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8/13/2019 AEA PD Online Course Rubric
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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
possible erroranalysis and samplefeedback forinstructors to give tostudents.
Few assessmentsand assignmentshave answersincluded with
possible erroranalysis and samplefeedback forinstructors to give tostudents.
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 (
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8/13/2019 AEA PD Online Course Rubric
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II. Instructional Design A. Course Introduction
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.
The course introduction
includes a
communication plan
that provides twoof the
following items: Instructor's
availability
Instructor
response-time
policy
The methods
for students to
communicate
with the
instructor.
The course introduction
includes a
communication plan
that provides oneof the
following items: Instructor's
availability
Instructor
response-time
policy
The methods
for students to
communicate
with the
instructor.
The course
introduction does not
include a
communication plan.
II. Instructional Design A. Course Introduction
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.
The requirements for
student work are
clearly articulated, but
the do not include
expectations around
student interaction.
The requirements for
student work are not
clearlyarticulated.
The requirements for
student work are not
articulated
II. Instructional Design A. Course Introduction
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)
Academic integrity and
netiquette (Internet
etiquette) expectations
regarding lesson
activities, discussions,
e-mail communications
and plagiarism are
stated, but not clear.
Academic integrity and
netiquette (Internet
etiquette) expectations
regarding lesson
activities, discussions,
e-mail communications
and plagiarism are not
stated.
II. Instructional Design A. Course Introduction
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.
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8/13/2019 AEA PD Online Course Rubric
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II. Instructional Design A. Course Introduction
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
lesson, an overview is
posted describing the
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.
II. Instructional Design B. Course Structure
4 3 2 1
II.B.2 Each lesson/unit
includes content and
activities, assignments,
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,
activities, assignments,
and assessments of the
unit.
The course is organized
into units or modules and
at the start of each unit or
lesson, an overview is
posted describing the
objectives of the lesson,
and introduces the
upcoming content,
activities, assignments,
and assessments in the
unit or module. There are
multiple learning
opportunities for students
to master the content.
The course is organized
into units or modules and
at the start of each unit or
lesson, an overview is
posted describing the
objectives of the lesson,
and introduces the
upcoming content,
activities, assignments,
and assessments in the
unit or module.
The course isorganized
into units or modulesThe course is not
organized units or
modules.
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II. Instructional Design B. Course Structure
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
The course structure
reflect flexibility
regarding twoof the
following: Start dates
End dates
Time spent on
specific
units/modules
The course structure
reflect flexibility
regarding oneof the
following: Start dates
End dates
Time spent on
specific
units/modules
The course structure
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.
II. Instructional Design C. Learner Engagement
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.
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II. Instructional Design C. Learner Engagement
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
contain instructions
that articulate orlink to
the technical support
offered, but not both.
The course does not
contain instructions
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
?
The course instructions
address two of the basic
questions related to
course content.
Research
Writing
Technology
Copyright/fair use
?
The course instructions
address one of the basic
questions related to
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,
representative of the
scope of the course andclearly stated.
All of the student
assessments are aligned
with the course goals
and objectives.
Many of the student
assessments are aligned
with the course goals
and objectives.
Some of the student
assessments are aligned
with the course goals
and objectives.
None of the student
assessments are aligned
with the course goals
and objectives.
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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.
The course includes an
authentic assessment
that asks students to
engage in at least two
of the following: higherorder thinking,
elaborated
communication, and
has value beyond
school.
The course includes an
authentic assessment
that asks students to
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
incorporates the use of
online tools outside ofthe CMS.
Some of the, course
incorporates the use of
online tools outside ofthe CMS.
Little of the, course
incorporates the use of
online tools outside ofthe CMS.
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=
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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
IV. Technology B. Design
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 aesthetic design of
the course addressesmostof the following:
Layout
Positioning
Shapes or
Icons
Size
Color
Contrast
Texture
Text
Mostinformation is
presented and
communicated clearly.
The aesthetic design of
the course addressessomeof the following:
Layout
Positioning
Shapes or
Icons
Size
Color
Contrast
Texture
Text
Someinformation is
presented and
communicated clearly.
The aesthetic design of
the course addresseslittle of the following:
Layout
Positioning
Shapes or
Icons
Size
Color
Contrast
Texture
Text
Littleinformation is
presented and
communicated clearly.
IV. Technology B. Design
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=
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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.