2016 Rubric for Online Class Design
Best Educational Practice
0 - Not Present
1 - Developing
2 - Competent
3 - Exemplary
Class Introduction and Overview
1
Students have clear instructions on how to get started and where class
components are located (i.e., class overview, navigation instructions,
read me first, start here, FAQs, etc.).
Starting instructions
are not present.
Starting instructions
are provided in an
easy to find location
and are appropriately
named.
Starting instructions
are enhanced with
visual and auditory
elements (i.e,
screenshots, course
map, video, etc.).
2
Welcome Message is posted.
Welcome message is
not present.
Welcome message is
posted.
Welcome message
(audio or video) is
posted.
3
Students understand how class is structured and should be carried out
(i.e., use of clearly defined class modules/units/chapters, use of
logically organized class schedule with due dates, etc.).
Class structure is not
present.
Class structure is
well-organized and
easy to navigate.
4
Syllabus/Addendum is easily located and contains all information (from
template) including College policies which students are expected to
adhere to (i.e., pre-requisite skills, required text(s), acceptable use,
student conduct, attendance, etc.).
Syllabus/ addendum
is not present.
5
Instructor contact information is provided that contains:
 phone number and email
 office location and office hours (if applicable)
Instructor contact
information is not
present.
Instructor contact
information is
provided.
6
Minimum technical requirements are clearly stated. This should
include (but is not limited to):
 features in Falcon Online
 email expectations
 software expectations (Word, Excel, Powerpoint, etc.)
 access to Publisher content (if applicable)
Minimum technical
requirements are not
present.
Minimum technical
requirements are
stated.
7
The following policies are clearly stated (or a link is provided):
 Academic Integrity
 Withdrawing from an online course
 Receiving an Incomplete
No policies are stated
or one policy is
stated.
A syllabus/
addendum is
provided.
Exactly two policies
are stated.
The DSC syllabus
template is provided
(or provided as an
addendum).
All three policies are
stated.
Best Educational Practice
0 - Not Present
1 - Developing
2 - Competent
3 - Exemplary
Student Learning
Outcomes are listed.
Relationship
between student
learning outcomes
and class
activities/assessment
is clearly stated.
Grading policy is
stated and clearly
explained, including a
numerical example of
a grade calculation.
Learning Objectives
8
Student Learning Outcomes are listed.
Student Learning
Outcomes are not
present.
Assessment and Progress
9
Grading policy is stated clearly (including full explanation of grade
calculation, especially the relationship between points, percentages,
weights, letter grades, etc.).
Grading policy is not
present.
Grading policy is
stated but not clearly
explained.
Grading policy is
stated and clearly
explained.
10
Late work/make-up work policies for each assessment type are stated
clearly.
Late/make-up work
policies are not
present.
Only some
late/make-up work
policies are stated.
All late/make-up
work policies are
stated and clearly
explained.
11
Criteria for assessment/evaluation is given (i.e., rubric, list including
associated point values, how assessment will be graded, grading scale
for various performance levels, netiquette expectations, etc.).
Assessment/
evaluation criteria is
not stated.
All assessment/
evaluation criteria is
stated and some are
clearly explained.
All assessment/
evaluation criteria is
stated and clearly
explained.
All assessment/
evaluation criteria is
stated and clearly
explained and
students have
opportunities for
self-assessment (e.g.,
self-check
quizzes/activities
with feedback, best
practice examples,
sample answer keys,
peer reviews, etc.).
12
Assessment techniques are varied in order to accommodate multiple
learning preferences. Multiple different techniques should be used.
 Examples of different techniques could include (but are not
limited to) discussions, group work, case studies, papers, peer
evaluations, quizzes/exams, projects, presentations, etc.
Assessment
techniques are not
present.
Assessment
techniques are
limited and/or
consist of the same
type.
Assessment
techniques are
adequate and consist
of at most two types.
Assessment
techniques are ample
and consist of more
than two types.
Best Educational Practice
13
Assessments are listed in the grade book in Falcon Online (or other
online grade book such as a Publisher website, etc.).
0 - Not Present
No assessments are
listed in an online
grade book.
1 - Developing
Some assessments
are listed in an online
grade book.
2 - Competent
3 - Exemplary
All assessments are
listed in an online
grade book.
Communication/Interaction
14
Instructor communication policy is provided. This includes:
 Preference for email versus voicemail
 voicemail/email response time
 posting of assignment feedback and/or grades
Instructor
communication
policy is not present.
Instructor
communication
policy is provided
and clearly
explained.
15
Activities provide opportunities for interaction between student and
instructor, student and content, and if appropriate, student and
student.
 Activities for student-instructor interaction could include
instructor feedback on an assignment, synchronous or
asynchronous discussion boards, etc.
 Activities for student-content interaction could include
assigned readings (textbook, article, online, etc.), workbook or
online exercise, etc.
 Activities for student-student interaction could include group
discussions, group projects, group assignments, peer critiques,
etc.
Activities for
interaction between
student and
instructor, student
and content, and/or
student and student
are not present.
Limited (two)
activities for
interaction between
student and
instructor, student
and content, and/or
student and student
are provided.
Adequate (three)
activities for
interaction between
student and
instructor, student
and content, and/or
student and student
are provided.
Ample (four)
activities for
interaction between
student and
instructor, student
and content, and/or
student and student
are provided.
Activities for
students to
participate in active
learning and develop
critical thinking skills
are not present.
Limited (two)
activities for students
to participate in
active learning and
develop critical
thinking skills are
provided.
Adequate (three)
activities for students
to participate in
active learning and
develop critical
thinking skills are
provided.
Ample (four)
activities for students
to participate in
active learning and
develop critical
thinking skills are
provided.
Accessibility
information is not
present.
Phone number for
Student Disability
Services is provided.
Web address to
Student Disability
Services is provided.
Active Learning and Critical Thinking
16
Activities support active learning and develop critical thinking skills.
 Examples could include (but are not limited to) collaboration
activities involving two or more students, peer review,
reflective journals, games/puzzles and simulations, case
studies, discussions, etc.
Learner Support
17
Information for accessibility policies and services is provided (e.g.,
Student Disability Services).
Best Educational Practice
0 - Not Present
1 - Developing
2 - Competent
18
Information for Technical Support is provided (i.e., Falcon-Aid Student
Help Desk). This could additionally include publisher information if
using an outside website in your class.
Technical Support
information is not
present.
Technical Support
information is
provided.
19
Information for Student Support Services is provided (i.e., Academic
Support Center, Writing Center, Library, etc.).
Student Support
Services information
is not present.
Student Support
Services information
is provided.
3 - Exemplary
Usability
20
Broken links have been revised or removed (this includes errors when
opening or downloading documents).
Unused LMS features are disabled so that students do not try to use
them.
21
Information is presented without spelling/grammar errors.
More than three
broken links
(including errors
when opening or
downloading
documents) and/or
enabled unused
features.
Two or three broken
links (including errors
when opening or
downloading
documents) and/or
enabled unused
features.
One broken link
(including errors
when opening or
downloading
documents) or
enabled unused
features.
All links are working
(including no errors
when opening or
downloading
documents) and
unused features are
disabled.
Grammatical errors
and numerous typing
errors are present.
Basic principles of
grammar are
followed with
numerous typing
errors.
Basic principles of
grammar are
followed with few
typing errors.
Basic principles of
grammar are
followed with no
typing errors.