K-12 Program> G6-12 Rubric Standards

Grades 6-12 Edition -- QM's Rubric Standards (2010)

General Standard 1

The overall design of the course is made clear to the student at the beginning of the course.

1.1 (3 points) -- Instructions make clear how to get started and where to find various course components.

1.2 (3 points) -- A statement introduces the student to the purpose of the course and to its components; in the case of a Blended course, the statement clarifies the relationship between the face-to-face and online components.

1.3 (3 points) -- Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.

1.4 (2 points) -- Standards of academic integrity are clearly stated.

1.5 (2 points) -- Minimum technical skills expected of the student are clearly stated.

1.6 (1 point) -- The teacher provides a self-introduction.

1.7 (1 point) -- Minimum student preparation for the course, and, if applicable, prerequisite knowledge in the discipline are clearly stated.

General Standard 2

Learning objectives are clearly stated and explained. They assist students in focusing their effort in the course.

2.1 (3 points) -- The course learning objectives describe outcomes that are measurable. Alignment*

2.2 (3 points) -- The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. Alignment

2.3 (3 points) -- The course is designed to meet state standards and prepare students for relevant assessments.

2.4 (3 points) -- All learning objectives are stated clearly and written from the students’ perspective.

2.5 (3 points) -- Instructions to students on how to meet the learning objectives are complete and stated clearly.

* Alignment: Alignment refers to an interdependence among critical course components that ensures students achieve desired learning outcomes. Measurable course and module/unit-level learning objectives form the basis of alignment in a course. Other elements of the course, including those addressed in Standards 2.1 through 2.5, 3.1, 4.1, 5.1, and 6.1, contribute to the accomplishment of the course objectives.  

General Standard 3

Assessment strategies use established ways to measure effective learning, evaluate student progress by reference to stated learning objectives, and are designed to be integral to the learning process.

3.1 (3 points) -- The types of assessments selected measure student accomplishment of the stated learning objectives and are consistent with course activities and resources. Alignment

3.2 (3 points) -- The course grading policy is stated clearly.

3.3 (3 points) -- Specific and descriptive criteria are provided for the evaluation of students’ work and participation.

3.4 (3 points) -- “Self-check” or practice assignments are provided, with timely feedback to students.

3.5 (2 points) -- The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed.

General Standard 4

Instructional materials are authoritative, up-to-date and appropriately chosen for the level of the course.

4.1 (3 points) -- The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. Alignment

4.2 (3 points) -- The relationship between the instructional materials and the learning activities is clearly explained to the student.

4.3 (3 points) -- The course content is appropriate to the reading level of the intended students.

4.4 (2 points) -- The instructional materials have sufficient breadth, depth, and currency.

4.5 (2 points) -- The instructional materials prepare students to meet local, state and national standards.

4.6 (1 point) -- The course content is balanced and bias free.

4.7 (1 point) -- All resources and materials used in the course are appropriately cited.

General Standard 5

Meaningful interaction between the teacher and students, among students, and between students and course materials is employed to motivate students and foster intellectual commitment and personal development.

5.1 (3 points) -- The learning activities promote the achievement of the stated learning objectives. Alignment

5.2 (3 points) -- Learning activities foster teacher-student, content-student, and if appropriate to the course, student-student interaction.

5.3 (3 points) -- Clear standards for teacher responsiveness and availability (turnaround time for email, grade posting, etc.) are communicated to the student.

5.4 (2 points) -- The requirements for student interaction are clearly articulated.

General Standard 6

Course navigation features and the technology employed in the course foster student engagement and ensure access to instructional materials and resources.

6.1 (3 points) -- The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course. Alignment

6.2 (3 points) -- The tools and media support student engagement and guide the student to become an active learner.

6.3 (3 points) -- Navigation throughout the online components of the course is logical, consistent, and efficient.

6.4 (3 points) -- Students have ready access to the technologies required in the course.

6.5 (2 points) -- Instructions on how to access resources at a distance are sufficient and easy to understand.

6.6 (1 point) -- The course components are compatible with current standards for delivery modes.

6.7 (1 point) -- The course design takes advantage of available tools and media.

General Standard 7

The course facilitates student access to institutional services essential to student success.

7.1 (3 points) -- The course identifies policies and services for the disabled.

7.2 (2 points) -- The course instructions articulate or link to a clear description of the technical support offered.

7.3 (1 point) -- Course instructions articulate or link to an explanation of how the institution’s academic and student support systems can help students reach their educational goals.

7.4 (1 point) -- Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.

General Standard 8

The face-to-face and online course components are accessible to all students.

8.1 (3 points) -- Course pages and course materials provide equivalent alternatives to auditory and visual content.

8.2 (2 points) -- Course pages have links that are self describing and meaningful.

8.3 (2 points) -- The course ensures screen readability.

General Standard 9 — Compliance Standards

This section of the rubric is optional and may be tailored to particular requirements or mandates at the state or local level. These requirements may deal with subject matter standards, inclusion of specific information in the course outline or syllabus, mandated communications, etc. Up to 10 standards may be added in this section. No point value is associated with these standards, but the review summary will identify any that were not considered as met by the review team.

(0 points)

Scoring Rules

Total points available = 100

Points needed to meet QM standards = 85

Points needed to earn QM seal = 85 including all 3 point standards

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