Rubric for evaluating course module.

1. Course Module Evaluation Rubric
David Peter (dpeter19@gmail.com)
February 2, 2009
Module Component Baseline Effective Exemplary
Introduction • Content module has • Content module • Content module
no introduction introduction introduction has
• Content module has includes limited intended learner
limited introduction strategies to strategies
• Introduction does complete the • Content module
not provide module includes an
strategies for • Content module organizer for
learner introduction students
provides no • Content module
contextual introduction
relevance, but does provides synopsis of
provide brief material
outline of content
Objectives • Objectives are • Objectives are • Objectives clearly
vague present state expected
• Objectives do not • Objectives imply student or learner
identify expected expected outcome outcomes
outcomes or or performance • Objectives clearly
performance • Objectives do not identify
clearly identify performance
expected criteria
performance
outcomes
Assessment of prior • Prior knowledge is • Prior knowledge is • Access to the
knowledge summarized before tested before module can only
beginning the beginning the occur after
module module but has no achieving a
effect on module predetermined
presentation score on an
assessment
instrument
• Student is provided
with feedback
during and after
assessment

2. Readings • No additional • Some additional • Full text links to
readings are readings are additional readings
provided provided, but only are provided
in list format • Readings are
• Readings may not contextually
be relevant to relevant to content
specific content
presented
Content pages • Content is provided • Content is • Content is
in outline format presented in slide presented,
• Content is or text format including
presented as • Some graphics are multimedia
information only included with the elements
content • Glossary terms are
• Content has fixed linked from the
entry and exit point, content
students cannot • Content is navigable
navigate to specific (students can
pages determine entry or
• Content is path through
presented as content)
information with • Content is
limited interaction presented with
or evaluation multiple
opportunities for
student interaction
and evaluation
through discussion
boards, chat,
assignments, tests,
quizzes, and surveys
Assignments • Surveys and quizzes • Papers and essays • Papers, essays, and
are the only are included as presentations are
assignments assignments included as
• Quizzes are assignments
included with • Peer reviews are a
multiple question part of each
types assignment
• Discussion board
and chat are used
to assess critical,
reflective thinking

3. Assessment • No assessment is • Assessments occur • With each
given in or outside as self‐test, quiz assessment,
of the module prior to the module feedback is
• Assessments occur provided for each
as self‐test, quiz answer
during the module • With each
• Assessments occur assessment,
as self‐test, quiz feedback is
after the module provided for each
• Several assessment question
types are included • The feedback
references content
specific pages
• Multiple
assessment types
are included (i.e.,
self‐test, quiz,
written
assignments,
discussion, chat, )
Group work • Interaction and • Interaction and • Interaction includes
communication are communication email, discussion
via email from occur with email • Interaction and
student to from student to communication
instructor and instructor, student occurs during chat
instructor to to student, and sessions
student instructor to • Group work
student includes
collaboration
• Group work utilizes
shared workspace
and communication
tools