program and level Action Plan: Required for all “Area of Improvement” and “Significant Issue” Measurable Performance Objectives (MPOs) Meets “Satisfactory” and MPOs scaffold learning throughout each mapped CCPOs MPOs are measurable performances assessed in the module and all map to at least one of the CCPOs MPOs are not measurable, do not represent performances assessed in the module, or do not all map to at least one of the CCPOs MPOs are not explicit, coherent or measurable Action Plan: Required for all “Area of Improvement” and “Significant Issue” Course Activities Meets “Satisfactory” and the contextual purpose of the course activities are transparently communicated All course activities are pedagogically appropriate for the type of student performance or experience desired Some course activities are not pedagogically appropriate for the type of student performance experience desired Course activities are systemically inappropriate or impair the student’s ability to successfully complete the assignment Action Plan: Required for all “Area of Improvement” and “Significant Issue” Cohesive Design Meets “Satisfactory” and the course narrative purposefully and meaningfully guides students along the learning path Employs central themes, draws connections to previous topics, and stages future learning to create cohesion between modules There are missed opportunities for threading course themes, drawing connections to previous topics, or staging future learning Course content is siloed in disparate modules, giving the impression that the component parts of the course are not connected Action Plan: Required for all “Area of Improvement” and “Significant Issue” Introduction Meets “Satisfactory” and introduction situates the course within the larger body of knowledge and defends its relevance for professional and personal contexts Introduction situates the course within the larger body of knowledge and references its relevance for professional or personal contexts Course introduction is a basic description of course topics and activities or lacks relevance to professional or personal contexts Introduction is erroneous, misaligned, or not explicit.
Action Plan: Required for all “Area of Improvement” and “Significant Issue” Student Orientation Student orientation meets “Satisfactory” and creatively engages and communicates with students through audio and video applications Student orientation provides a comprehensive overview of course navigation, expectations and communication guidelines Student orientation provides a minimal overview of course navigation, expectations and communication guidelines Student orientation is incomplete or missing Action Plan: Required for all “Area of Improvement” and “Significant Issue” Assessments The course contains assessments that effectively promote and measure student mastery of outcomes in a reliable and valid manner. Critical Elements Exemplary Satisfactory Area of Improvement Significant Issue Alignment of Summative Assessments Meets “Satisfactory” and the alignment is made explicit for students All key performances of the summative assessments map back to at least one course outcomes and each of the outcomes is summatively assessed Not all key performances of the summative assessments map back to at least one course outcomes or the outcomes are not sufficiently summatively assessed There is a significant misalignment between the summative assessments and the outcomes Action Plan: Required for all “Area of Improvement” and “Significant Issue” Authenticity Summative assessments fully represent or emulate real-world performances or applications Components of the summative assessments represent or emulate performances or applications Components of the summative assessments do not represent or emulate real-world performances or applications The summative assessments are conceptually inauthentic given other assessment options Action Plan: Required for all “Area of Improvement” and “Significant Issue” Formative Assessments Meets “Satisfactory and formative assessments represent true practice Formative opportunities are low-stakes and directly align to summative assessments There are opportunities for formative assessments that are not taken or those that There are many opportunities for formative assessments that are not
opportunities for the summative assessments Course includes frequent and appropriate methods to assess students’ mastery of content are present are not taken or those present would negatively impact student success Action Plan: Required for all “Area of Improvement” and “Significant Issue” Feedback Meets “Satisfactory” and students have easy access to a well designed and gradebook Course grading policies, including, rubrics, expectations for timely feedback and consequences of late submissions, are clearly stated in the course information area or syllabus Course grading policies and expectations are not clearly communicated There are no course grading policies or expectations Action Plan: Required for all “Area of Improvement” and “Significant Issue” Weight Meets “Satisfactory” and grade weight schema aligns with the programmatic vision or guidelines Assessments are given appropriate weight to ensure that the summative assessments are critical for passing the course The weighting of assessments is potentially misaligned to student mastery of the course outcomes There is a significant break between the method for determining the course grade and demonstration of competency Action Plan: Required for all “Area of Improvement” and “Significant Issue” Instruction The instructional materials of the course promote student engagement and meaningful learning. Critical Elements Exemplary Satisfactory Area of Improvement Significant Issue Scaffolding Meets “Satisfactory” and instructional materials All instructional materials have direct relevance and Some instructional materials are non-essential or only Instructional materials are systemically irrelevant or
Action Plan: Required for all “Area of Improvement” and “Significant Issue” Student Experience Technology, required materials, and user interface facilitate success and reflect the professionalism of Delaware Tech. Critical Elements Exemplary Satisfactory Area of Improvement Significant Issue Organization Meets “Satisfactory” and employs a highly intuitive and user-friendly interface Course navigation and usability supports the learning process There are minor issues with the course navigation and usability Course navigation and usability interfere with the learning process Action Plan: Required for all “Area of Improvement” and “Significant Issue” Professionalism Course embodies professionalism of the discipline and the institution There are no noticeable errors or unprofessional elements There are minor but noticeable errors or unprofessional elements There are significant errors or instances of unprofessionalism Action Plan: Required for all “Area of Improvement” and “Significant Issue” Tools & Technology Course fully integrates emerging tools and technologies in a way that significantly improves student learning Course employs tools and technologies to support meaningful student learning Course does not employ appropriate tools or technology Course employs tools or technology that present significant risks to student success Action Plan: Required for all “Area of Improvement” and “Significant Issue” Accessibility of Content All course content is compliant with accessibility standards and accommodates the use of assistive technologies (i.e., alt tags for images, closed captioning and/or transcript for multimedia, etc.) Most course content is compliant with accessibility standards and accommodates the use of assistive technologies Most course content is not compliant with accessibility standards and is not accessible with most assistive technologies Course content is not compliant with accessibility standards and is not accessible with most assistive technologies