Rubric for Online Instruction
Recommended Rubric for Online Instruction
As of AY 2021-2022, the CTLE now recommends the Quality Matters Higher Education Rubric (6th edition) for review and improvement of online courses. Moving forward, the CTLE will develop resources around this tool. We suggest that faculty take QM's Applying the QM Rubric (APPQMR) workshop to learn more about integrating it into instruction and for use in peer review as well. As a short-duration workshop that's part of our 'grants for online education' program, you will receive a stipend of $150 for taking this workshop through the CTLE. See that section of our website for more information.
Archived (Old) Rubric
The sections below contain resources developed around the rubric we recommended before switching to QM. We will eventually be moving this to an archive area, but we are leaving it up at the moment given that the resources created by faculty are especially useful no matter which rubric one applies to an online course.
The CTLE's Online Subcommittee has created a rubric for online instruction that covers best practices in online teaching in 21 different subcategories. It was developed so that faculty can run their courses through it as a self-assessment to determine areas in need of improvement. What's more, the CTLE encourages the use of the rubric as departments and programs across campus determine and document their own standards and best practices in online education. View the full rubric.
Below, you'll find one of our forthcoming projects: brief videos from the various sections of the rubric created by UHD faculty and staff. Additionally, with each video, links to other resources are also provided (relevant Magna videos, OLC and QM workshops, IDEA papers, and the like). Members of the CTLE Online Subcommittee and online teaching champions from across the university will be contributing to this page. Target completion date for this site is early spring 2018.
Course Entry (Subsections 1 through 4)
Course entry point or the first screen students see when accessing an online course for the first time
- Course and Instruction Information
- Instructor's Welcome Message
- PDF version of Instructor's Welcome Message PPT in video
- OLC Workshops on this topic: Creating Multimedia Introductions
- QM Workshops on this topic: Design that Welcomes Your Learners
- PDF version of Syllabus PPT in video
- OLC Workshops on this topic:
Creating an Interactive Syllabus
Creating Multimedia Introductions
- Learner/Student Support
Instructional Design (Subsections 5 through 11)
Methodologies used for course delivery
- Module/Unit/Lesson Objectives
- Content/Instructional Materials
- Inclusive Learning Environment
- Technology (LMS, software, simulations, apps, wikis, blogs, etc.)
- Web Design (best practices for displaying content)
Evaluation/Assessment (Subsections 12 through 15)
Course evaluation, activities, assignments, and/or exams used to assess students' progress
- Student Feedback
- Student Assessment
- IDEA Papers on this topic:
- Magna Videos on this topic:
- How Can I Assess Critical Thinking with Objective Items?
- How Can I Assess Critical Thinking with Student-Created Work?
- How Can I Make My Multiple Choice Tests More Effective?
- How Can I Promote Deep Learning through Critical Reflection?
- How Can I Use Classroom Assessment Techniques (CATs) Online?
- How Can I Use Informal Writing as Part of a Low-Stakes Grading Strategy?
- What Activities and Assignments Promote Critical Thinking?
- OLC Workshops on this topic: Creating Effective Assessments
- QM Workshops on this topic: Assessing Your Learners
- Alignment of Assessments with Module and Course Objectives
Interaction, Engagement, and Communication (Subsection 16)
- Student Interaction with Content, Instructor, and Other Students
Accessibility (Subsections 17 through 19 combined in one video)
Copyright (Subsections 20 and 21)
Methodologies used for communication
- Video Copyright