Rubric for assessing vendor software supplemental materials Name of Software materials being assessed: _________________________________________ SCORING for the presence of these features -- 0 = not found, 1= occasionally or minimally present, 2= present at an acceptable level, 3= consistently present at a superior level QM Standard/ACQ Best Practices Indicator Question DESIGN AQC F Examinations and Other Assessments F.4 Does the provider uses secure, methods for the submission of Does the exam submission process includes some mechanism to verify learner identity? QM Standard 3.1- The assessments measure the stated learning objectives or competencies. F.3 Can the types of test items provided effectively measure the mastery and application of course objectives. QM Standard 4.2- Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. AQC H Organization of Instructional Materials H.2 Is the content of the course segmented into manageable units for convenient study sessions? Or, can they be easily organized into convenient study sessions? Does the product offer a product tutorial the students can complete before beginning the learning activities? Is the tutorial easy to access such as through links you can supply inside the LMS? Is there a clear concise explanation of how these materials will help the students succeed in the course? QM Standard 7.1- The course instructions articulate or link to a clear description of the technical support offered and how to access it. AQC J Study Instructions J.3 Are the learners provided with options to obtain support for learning activities that can accommodate individual needs and interests (e.g., links to tutoring services, learner support resources, web or video consultation). Does the product offer 24/7 technical support for the students that has multiple ways it can be accessed? Such as internet, chat, phone etc.
QM Standard 5.1- The learning activities promote the achievement of the stated learning objectives or competencies. BP 4 Align your learning activities to your objectives and outcomes. Are the materials labeled/organized in a way that it is easy to align with the course objectives and outcomes? Is it clear how the learning activities provided in the website/product will provide the knowledge, skills and abilities to master the learning outcomes? QM Standard 5.2- Learning activities provide opportunities for interaction that support active learning. QM Standard 5.3- The instructor’s plan for classroom response time and feedback on assignments is clearly stated. BP. 6 The learning activities are structured to foster student-instructor, student-student, and student-content interactions. ACQ K Educational Media and Learning Resources (K.7 The technology platform supports collaboration and interactivity among learners, along with instructor feedback as appropriate to the course design.) Is the software designed to include and/or student-instructor interaction? Can the software provide immediate feedback and/or embedded support tools to students to support active learning? QM Standard 6.2- Course tools promote learner engagement and active learning. BP. 8 Post model submission assignments. Does the software provide assignment models? (For example, MyMathLab has a “Show Me an Example” capability.) QM Standard 3.5- The course provides learners with multiple opportunities to track their learning progress. BP. 14 When designing lengthy quizzes or exams, design them so students see one question at a time. Can assessments be set so students see just one question and a time and can go back and re-work as necessary? Does the product offer “dashboards” pop-ups or other progress tracking tools Does the product offer practice quizzes that mirror the graded assessments? How many times can a student take these practice quizzes? BP 15 Gather feedback from your students on the course so you can improve it for the future. Does the software collect analytics to aggregate student performance [on particular parts of an assignment/assessment}?
QM Standard 2.4 The relationship between learning objectives or competencies and course activities is clearly stated. Can we easily and consistently document alignment with the course outcomes for all the externally supported activities? QM Standard 4.5 A variety of instructional materials are used in the course. Does the software a variety of instructional materials? For instance, videos, Powerpoints, interactives, simulations? QM Standard 8.1 Course navigation facilitates ease of use. & 8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. Is the website/product ADA compliant without any additional effort by the school? Does it have alternative means of accessing information (video, audio, screen reader friendly) for all information including graphics, formulas, and photos? TOTAL POINTS References: Quality Matters Higher Education Rubric Workbook, 5th Edition, 2014. Distance Education Accrediting Commission. (2015). Approved Quality Curriculum Rubric. Retrieved from http://www.deac.org/AQC/ Las Positas College. (2015). Best Practices in Designing Online Courses. Retrieved from For more information contact: Dr. Jean Taylor Dr. Margie Dunn