Contact information is provided for the instructor(s)
Course objectives, course completion requirements, and a printable course schedule with due dates/times and expectations for f2f and online activities are clearly identified
The instructor’s writing on the syllabus is brief, to the point, and in a “recipe” format using bold, underlining, and italics for emphasis; Word tables are used to organize syllabus information
Students are given basic technical information, including necessary hardware/software configuration application downloads and plugins, computer skills required, and where to go for help
Expectations are clearly stated for the amount and level of student work
The instructor has provided an engaging introduction to the course
A brief explanation of assignments is provided
The overall grading scheme and the value of each of its components are identified
Rubrics or other detailed instructions are provided for all assignments
Course content is chunked and organized in a logical format that links each module with specific course objectives, learning activities, and mode of assessment
Appropriate reference is made to campus policies and procedures
Course information documents (e.g., basic syllabus, technical information, rubrics) are kept distinct, and their relationship to one another is clear and comprehensive
Tips are provided for success in the course
*informed, in part, by quality matters and UC Chico evaluation
More syllabus checklists:
http://cobl.bgsu.edu/Forms/COBL%2520Forms/COBLOnlineSyllabusChklstJuly2008.doc
http://www.sdccdonline.net/faculty/resources/Online_Syllabus_Criteria.doc
http://www.sabri.org/EDTECH-01/Checklist-Syllabus.htm
Saturday, May 29, 2010
Course Evaluation Checklist
Evaluation Checklist for Online and Blended Courses
1. Learner Support and Resources
Tips for being a successful student in a blended course
Quiz to self-assess readiness to be a student in a blended course
Contact information for technical support or Help Desk
Checklist or other method for common troubleshooting tips
Tutorial(s) or aids for how to use D2L tools
Netiquette guidelines
Contact information for the instructor
Link(s) to Bookstore(s) to order textbooks or other instructional materials
Checklist or other method for common troubleshooting tips
Minimum computer hardware and software requirements
Sources for any required plug-ins (and links)
Links to appropriate campus library resources and services (e.g., reference librarian, electronic reserve, and online library tutorials).
2. Organization and Design
Syllabus is easily located and includes:
Course objectives
Course completion requirements
Expectations of students’ participation
Clear timeline for face-to-face and in-class activities
Expectations of availability of and turnaround time for contact with instructor
Course content is “chunked” for more manageable learning
Course content is organized in a logical format
Topics are clearly identified and subtopics are related to topics
Course schedule is available in a printer-friendly format for student convenience
Layout of course is visually and functionally consistent
Language of written material is friendly and supportive
Clear directions are given for each task or assignment
Expectations for synchronous versus asynchronous activities are clearly identified
Sentences and paragraphs brief
3. Instructional Design and Delivery
Promotes interaction and communication:
Students introduce themselves online and are encouraged to respond to classmate introductions to establish online learning community parallel to face-to-face class
Instructor introduces himself/herself online to model interaction
“Ice-breaker” activity or other orientation session to get acquainted online
Student participation is tracked and “wallflowers” drawn in to the discussions
Students are prompted by facilitator to expand on relevant points
Facilitator may play “devil’s advocate”
Activities integrated with learning objectives:
Each reading assignment and each activity matches a learning objective
Activities have an assessment piece that links to a learning objective
Tasks and activities are designated as synchronous or asynchronous
Summary provided frequently, particularly at the end of topics, to reinforce learning expectations for that module
Activities to develop critical thinking and problem-solving skills:
Discussions center on questions without a single correct answer
Case studies
Critique classmates’ assignments
Collaborative exercises
Discussions center on questions without a single correct answer
Small group projects
A variety of digital media, e.g., video, audio, images
Games and simulations
Interactive learning objects
4. Integration of Face-to-Face and Online Activities
Face-to-face and online activities connect with each other in clear fashion
What happens online affects and builds on what happens F2F, and vice versa
Face-to-face and online activities are proportionately included in assessment plan
Attempt is made to constitute both online and face-to-face peer learning community
5. Assessment of Student Learning
Criteria used to assess participation in online discussion groups
Students are not assessed solely on tests/quizzes but are provided ample opportunity to demonstrate proficiency in different ways
Rich and rapid feedback – self-grading assignments released immediately
Frequent and substantial feedback from the instructor
Samples of assignments illustrate instructor’s expectations
Detailed instructions and tips for completing assignments
Due dates for all assignments
Rubrics for all assignments identify assessment guidelines
Grading scale
Peer review opportunities
Students apply rubric to their own work and describe/defend their score
6. Evaluation and Student Feedback
Student input sought at regular intervals
Evaluation survey at end of course
Instructor solicits feedback on how delivery can be more effective for student learning (e.g., a Discussion Topic for Feedback)
Instructor is willing to modify course (live) as needed to improve or fix inadequacies
Contributors
Evaluation Checklist for Online Courses was developed by the University Wisconsin-Milwaukee Learning Technology Center, in part, from the Instructional Design Tips for Online Learning by Duzer of Humboldt State University and California State University, Chico, Center for Excellence in Learning and Teaching, Rubric for Online Instruction.
1. Learner Support and Resources
Tips for being a successful student in a blended course
Quiz to self-assess readiness to be a student in a blended course
Contact information for technical support or Help Desk
Checklist or other method for common troubleshooting tips
Tutorial(s) or aids for how to use D2L tools
Netiquette guidelines
Contact information for the instructor
Link(s) to Bookstore(s) to order textbooks or other instructional materials
Checklist or other method for common troubleshooting tips
Minimum computer hardware and software requirements
Sources for any required plug-ins (and links)
Links to appropriate campus library resources and services (e.g., reference librarian, electronic reserve, and online library tutorials).
2. Organization and Design
Syllabus is easily located and includes:
Course objectives
Course completion requirements
Expectations of students’ participation
Clear timeline for face-to-face and in-class activities
Expectations of availability of and turnaround time for contact with instructor
Course content is “chunked” for more manageable learning
Course content is organized in a logical format
Topics are clearly identified and subtopics are related to topics
Course schedule is available in a printer-friendly format for student convenience
Layout of course is visually and functionally consistent
Language of written material is friendly and supportive
Clear directions are given for each task or assignment
Expectations for synchronous versus asynchronous activities are clearly identified
Sentences and paragraphs brief
3. Instructional Design and Delivery
Promotes interaction and communication:
Students introduce themselves online and are encouraged to respond to classmate introductions to establish online learning community parallel to face-to-face class
Instructor introduces himself/herself online to model interaction
“Ice-breaker” activity or other orientation session to get acquainted online
Student participation is tracked and “wallflowers” drawn in to the discussions
Students are prompted by facilitator to expand on relevant points
Facilitator may play “devil’s advocate”
Activities integrated with learning objectives:
Each reading assignment and each activity matches a learning objective
Activities have an assessment piece that links to a learning objective
Tasks and activities are designated as synchronous or asynchronous
Summary provided frequently, particularly at the end of topics, to reinforce learning expectations for that module
Activities to develop critical thinking and problem-solving skills:
Discussions center on questions without a single correct answer
Case studies
Critique classmates’ assignments
Collaborative exercises
Discussions center on questions without a single correct answer
Small group projects
A variety of digital media, e.g., video, audio, images
Games and simulations
Interactive learning objects
4. Integration of Face-to-Face and Online Activities
Face-to-face and online activities connect with each other in clear fashion
What happens online affects and builds on what happens F2F, and vice versa
Face-to-face and online activities are proportionately included in assessment plan
Attempt is made to constitute both online and face-to-face peer learning community
5. Assessment of Student Learning
Criteria used to assess participation in online discussion groups
Students are not assessed solely on tests/quizzes but are provided ample opportunity to demonstrate proficiency in different ways
Rich and rapid feedback – self-grading assignments released immediately
Frequent and substantial feedback from the instructor
Samples of assignments illustrate instructor’s expectations
Detailed instructions and tips for completing assignments
Due dates for all assignments
Rubrics for all assignments identify assessment guidelines
Grading scale
Peer review opportunities
Students apply rubric to their own work and describe/defend their score
6. Evaluation and Student Feedback
Student input sought at regular intervals
Evaluation survey at end of course
Instructor solicits feedback on how delivery can be more effective for student learning (e.g., a Discussion Topic for Feedback)
Instructor is willing to modify course (live) as needed to improve or fix inadequacies
Contributors
Evaluation Checklist for Online Courses was developed by the University Wisconsin-Milwaukee Learning Technology Center, in part, from the Instructional Design Tips for Online Learning by Duzer of Humboldt State University and California State University, Chico, Center for Excellence in Learning and Teaching, Rubric for Online Instruction.
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