Quality Matters Rubric Scenarios Handout
Applying the QM Rubric Workshop
1. The example below shows what a student sees when logging into an online course for the
first time (the course homepage). The syllabus contains instructor contact information and
office hours, a course description, a list of course-level objectives, a course outline, a
summary of the grading policy, information about the text, and a description of the term
project.
Standard 1.1: Instructions make clear how to get started and where to find various course
components?
a. Does this scenario meet Standard 1.1?
YES or NO (You MUST indicate your decision.)
b. Please explain your rationale for your decision.
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2. In a course you are reviewing, you find the following information in a section titled
Introduction to the Course.
Welcome to Cultural Anthropology. I hope that we will have an interesting semester with this
course that meet on the web and every other Tuesday night in Simons Hall, from 2-5 pm.
To help you, this message outlines what will be your responsibilities and mine. Each week you will
have:
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a reading assignment
a short video clip to view
a quiz to take
a small group project,
a discussion to participate in, and
a f2f meeting on alternate weeks.
This may seem like a lot of work, and it is, but remember that this is taking the place of 2 and
1/2 hours of lecture, plus outside class work in a traditional class. You should expect to spend at
least five hours a week on this course. Hopefully it should not be over 8 hours a week. To see
specific dates for assignments and tests, go to the Course Calendar. More information about the
requirements for assignments and how I will grade them may be found in the Syllabus. Be sure to
read it!
In a web course, the teacher is a resource to the learning process, while the student takes a
more responsible and central role in the learning. I am here to help. You can email or phone me,
or you can stop by my office on campus during office hours. If you want me to review projects
before they are due, I will gladly review them. If you want to do the exercises in the Study
Guide and have me review them for accuracy, I am here for you. It is up to YOU to determine
how much you want my assistance.
Standard 1.2: A statement introduces the student to the purpose of the course and to its
components; in the case of a hybrid course, the statement clarifies the relationship between the
face-to-face and online components
a. Does this scenario meet Standard 1.2?
YES or NO (You MUST indicate your decision.)
b. Please explain your rationale for your decision.
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3. In a course you are reviewing, you find no module or unit-level objectives. You do see
(reprinted below) a course description and course-level goals on the syllabus.
Course Description
During this course we will be intensely involved in reading and discussing readings from the
modern era (that is, from the 1600¿s on), from around the world. We will consider the common
themes that bind us together as human beings on this planet, as well as recognizing and
acknowledging cultural differences. We will also consider what it means to be ¿modern,¿ and the
relation of art to life and culture. There is one major research paper.
Course Goals
This course will contribute to the development of the following General Education Objectives:
1.
2.
3.
4.
5.
6.
7.
oral and written communication
reading with comprehension
critical thinking
abstract reasoning
appreciation of cultural diversity
use of bibliographic sources
life-long learning
Standard 2.1: The course learning objectives describe outcomes that are measurable.
a. Does this scenario meet Standard 2.1?
YES or NO (You MUST indicate your decision.)
b. Please explain your rationale for your decision.
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4. Below are the course-level objectives and a sample of the module/unit level objectives for an
organizational communications course.
COURSE OBJECTIVES
1. Understand the nature of communicative processes in organizations and the critical
organizational issues that are dependent upon communication.
2. Understand the impact on organizational communication patterns of globalization,
increased diversity in the work place, advancements in communication technology,
stakeholder relations, and ethical standards.
3. Demonstrate effective public speaking, written communication, interpersonal
communication, and team communication.
4. Demonstrate skills necessary for successful communication in organizational settings
including
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Accurately interpreting evidence, statements, graphics, questions, etc.
Analyzing and evaluating major alternative points of view.
Drawing warranted, judicious, and non-fallacious conclusions.
Justifying results and procedures, and explaining assumptions and reasons.
MODULE 1. OBJECTIVES:
After completing this module, the student will be able to
1.
2.
3.
Define organizational communication and provide 3 examples of how it is carried out
in the workplace.
Compare and contrast four different organizational models.
Identify 5 significant communication issues that trouble modern organizations.
Standard 2.2: The module/unit learning objectives describe outcomes that are measurable and
consistent with the course-level objectives.
a. Does this scenario meet Standard 2.2?
YES or NO (You MUST indicate your decision.)
b. Please explain your rationale for your decision.
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5. You are reviewing an introductory, undergraduate Chemistry course and find the following
course level objectives?
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Convert pressure given in either units of atmospheres, mm Hg, inches Hg,
torr, or Pa to any of the other units, to the correct number of significant
figures.
Apply classical methods of analytic chemistry and absorption
spectrophotometry.
Analyze experimental data obtained via gravimetric, volumetric, and
instrumental methods of analysis.
Standard 2.3 All learning objectives are stated clearly and written from the student’s
perspective.
a. Does this scenario meet Standard 2.3?
YES or NO (You MUST indicate your decision.)
b. Please explain your rationale for your decision.
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6. In an online course you are reviewing, you find the following course calendar:
Date Module
Apr 2
Apr 9
1
2
Activities
1.
2.
3.
Complete work in Module 1: Introduction
Review PowerPoint slides in Module 1
Participate in the Discussion Board
1.
Complete work in Module 2: Standard 1 - Organization!
Navigation! Explanation!
Tour the online course
Plan your online course policies
Participate in the Discussion Boards
2.
3.
4.
1.
Apr
16
3
2.
3.
1.
Apr
25
4
2.
3.
1.
May 1
5
2.
3.
4.
Complete work in Module 3, Standard II – Learning
Objectives Drive Your Course
Review your learning objectives – ensure that they are
measurable and identify their level
Participate in Discussion Boards
Complete work in Module 4, Standard IV – Assess Your
Assessments
Review your course assessments
Participate in the Discussion Boards
Complete work in Module 5, Standard V – Instructional
Resources
Explore new sources for instructional resources
Participate in the Discussion Board
Submit your completed CIP Worksheet
Standard 2.4: Instructions to students on how to meet the learning objectives are adequate and
stated clearly.
a. Does this scenario meet Standard 2.4?
YES or NO (You MUST indicate your decision.)
b. Please explain your rationale for your decision.
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7. The Early Childhood Education course you are reviewing has listed the following course level
learning objective:
Design your ideal classroom using features that meet the space, safety, and
comfort needs of very young children.
Students are to produce a model of their ideal classroom, take pictures of the model, post them
on the course website, and also write and post an essay explaining how the model represents the
ideal. Both the models and the essays will be evaluated according to a grading rubric distributed
along with the class assignment.
Standard 3.1: The types of assessments selected measure the stated learning objectives and
are consistent with course activities and resources.
a. Does this scenario meet Standard 3.1: YES or NO (You MUST indicate your decision.)
b. Please explain your rationale for your decision.
8. As you review a course, you are focusing on Standard 3.2: The course grading policy is
stated clearly. Below is the grading policy you find in the course.
Grading Scale:
Grade
Range
A
90%-100%
B
80%-89%
C
70%-79%
D
60%-69%
F
Below 60
Evaluation Methods and Criteria
All examination dates will be announced in the class calendar and will consist of objective type
questions as well as short-answer questions. If you wish to know more about the writing
assignment and how I will grade it, look in the Assignments section of this course. For information
on how I will grade your online discussions, see the Guidelines for Discussions posted on the
home page. Examine the Lab Report Rubric in the Assignments section of the course for
information on how I will grad your lab reports. Quizzes are self-grading and include feedback on
each question.
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Tests are mandatory, and should be taken at the Testing Center during the allotted time period.
There will be NO make-up examinations. If, for any reason, a student is not able to take a test,
the student must DIRECTLY contact the instructor BEFORE (not during or after) the scheduled
test. Bio 101W will be graded on a 174-point scale, broken down as follows. TOTAL SCORES will
be divided by 174 to determine 90%, 80%, etc.
1. Theory:
149 total
points
3 Exams, 15 points each
45 points
1 Final Exam, 15 points
15 points
14 Quizzes, 2 points each
28 points
14 Discussions, 2 points each
28 points
14 Attendance checks*, 2 points each
* students must log in at least twice a week; I will check
"attendance" in WebCT.
28 points
1 Writing Assignment, 5 points
5 points
2. Laboratory Grade:
25 points
2 practical examinations, 10 points each
20 points
Average of 2 lab reports, 5 points
5 points
Standard 3.2: The course grading policy is stated clearly
a. Does this scenario meet Standard 3.2: YES or NO (You MUST indicate your decision.)
b. Please explain your rationale for your decision.
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9. In each module of a business administration course you find a required discussion board
activity. Below is an excerpt from the instructor's directions for these discussions:
Each week you are to post a 7-9 sentence paragraph in which you take a
stand on the issue of the week. You must take a position on the issue (for,
against, undecided) and provide a clear argument for the decision. You may
not repeat an argument already provided by one of your classmates. All
discussions have a possible 10 points and will be graded weekly.
Standard 3.3 Specific and descriptive criteria are provided for the evaluation of students’ work
and participation.
a. Does this scenario meet Standard 3.3: YES or NO (You MUST indicate your decision.)
b. Please explain how you would improve this scenario in accordance with Standard 3.3.
10. You teach composition and literature courses, and you find yourself reviewing a course in
computer languages, far outside your area of expertise.
What should you do to provide a fair rating of whether the course materials align with the stated
learning objectives, as indicated in Standard 4.1: The instructional materials contribute to the
achievement of the stated course and module/unit learning objectives?
11. Students in an introductory level personal computer skills course are required to purchase,
install, and use a particular audio-capable software package. The instructor has provided the
following directions to students with regard to this software package:
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Go to http://www.softwarepkgs.com to purchase the required software for our class.
Follow the directions at this site to purchase, download, and install the required software.
(There are several software packages at this site - be sure that you have selected the
correct software so that you don’t waste your time and money!)
From my description of the software in the syllabus, remember that this must be
downloaded to your hard-drive and fully functional by the third week of class.
Go to http://www.mytutorialpkg.com and be sure that you have completed the appropriate
training tutorial by the second week of class.
Standard 4.2: The relationship between the instructional materials and the learning activities is
clearly explained to the student.
a. Does this scenario meet Standard 4.2? YES or NO (You MUST indicate your decision.)
b. Please explain how you would improve this scenario in accordance with Standard 4.2.
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12. In a nursing pharmacology course students must learn to recognize and appropriately use a
number of medical terms, abbreviations, and symbols. The instructor has directed them to
memorize the terms, which are given on certain pages in the textbook. As a learning aid, the
instructor has provided a set of online flashcards.
Standard 5.1: The learning activities promote the achievement of the stated learning objectives.
a. Does this scenario meet Standard 5.1? YES or NO (You MUST indicate your decision.)
b. Please state the rationale for your decision.
13. You are reviewing a beginning accounting course. The course provides plenty of studentcontent interaction through reading of text assignments, viewing demonstrations, working
many accounting problems and checking their solutions. The instructor provides frequent
feedback to students via email, and he promptly answers questions posted by students in the
discussion area each week. However, he has asked students to direct their questions to him
rather than to their classmates. On the Instructor Worksheet, you read that the instructor has
discouraged student-to-student interaction in discussions because he does not want them to
answer each others' questions incorrectly, or present mistaken approaches to problems. He
says that the only way to learn accounting is to "noodle it out by yourself."
Standard 5.2: Learning activities foster instructor-student, content-student, and if appropriate to
the course, student-student interaction.
a. Does this scenario meet Standard 5.2: YES or NO (You MUST indicate your decision.)
b. Please explain how you would improve this scenario in accordance with Standard 5.2.
14. On the homepage of a course you are reviewing is a button entitled "Notes on Course
Topics." This links to a commercial website that contains a huge amount of material: outlines,
PowerPoints, animations, exercises, self-test, charts and graphs, and text, all related in some
way to the subject of the course. Assignment directions in the online course say to click on
the link, peruse the commercial website, and find material related to the weekly topic.
Standard 6.1: The tools and media support the learning objectives, and are appropriately chosen
to deliver the content of the course.
a. Does this scenario meet Standard 6.1: YES or NO (You MUST indicate your decision.)
b. Please explain how you would improve this scenario in accordance with Standard 6.1.
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15. You are reviewing a linguistics course that focuses on the co-development of language and
culture. In reviewing this course, you come across the following passage that lists and
describes supporting web sites:
The Center for Applied Linguistics - http://www.cal.org/. Use this site in week 8 as we discuss “English
As A Second Language” in our public school systems, and as a resource when you write Paper #3.
The Association for Computational Linguistics - http://www1.cs.columbia.edu/~acl/home.html. This
site provides information for professional activities and conferences.
Linguistic Anthropology Home Page - http://www.anthropology.emory.edu/Linganth/. This site is a
resource for our discussion of the interplay between language and culture during week 4.
Crossword Puzzles - http://www.crossword-puzzles.co.uk/. Practice building your vocabulary at this
site.
Shockwave Game Systems - http://www.shockwave.com/home.jsp. For a little levity, take a break from
studying and check out this cool site!
Standard 6.2 The tools and media support student engagement and guide the student to
become an active learner.
a. Does this scenario meet Standard 6.2: YES or NO (to receive full points for this scenario, you
MUST indicate your decision)
b. Please explain how you would improve this scenario in accordance with Standard 6.2.
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16. You are reviewing a business math course and find the following description of the
assessments:
Tests and Quizzes are to be taken on the day specified or in advance on Blackboard.
There are 5 tests in the course and 15 quizzes. You are allowed to use any of your class
materials for the quizzes, but NOT the tests. The date that a quiz or test needs to be
taken by, will be listed on Blackboard. Tests are password protected and must be taken
in class or in the testing lab H-58 or the testing labs at the PA campuses or in a testing
facility near you. The quizzes may be taken at any location in which you have a reliable
Internet connection. Many of the questions are fill in the blank. Only type in the answer,
do not type in units (such as $ or pounds, etc.). Round answers to the nearest hundredth.
You are only allowed to take each quiz and test once, and I do not curve grades. If a
real-life problem has “no solution”, then just type in the word, “Never”. Students who
miss a test due to a prolonged illness may contact the instructor in advance by
telephone or e-mail. I have an answering machine in my office, so you can leave a
message at anytime. This course is NOT, “learn at your own pace”. You must keep up with
the course schedule to be prepared for the tests and quizzes. If you do not take a test
or quiz by the date given on Blackboard under “Tests and Quizzes” (and you do not give
advance notification), you will receive a grade of zero on that test or quiz. If you take a
quiz or test in class or in one of the testing labs and get locked up on Blackboard, let
the test proctor know immediately. The test proctor can then inform me of the problem
so you will be able to complete the quiz or test. If you choose to take a quiz at home and
get locked up, you will not be able to retake the quiz. Blackboard is reset every Friday
from 5-6:30, so do not take a quiz at this time.
Standard 6.3: Navigation throughout the online components of the course is logical, consistent,
and efficient.
a. Does this scenario meet Standard 6.3: YES or NO (You MUST indicate your decision.)
b. Please explain how you would improve this scenario in accordance with Standard 6.3.
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17. The upper level online writing course that you are reviewing is conducted via the instructor’s
blog and email traffic. The syllabus contains the following statements:
Current college’s policies on serving students with disabilities can be obtained
at the Our College website: www.ourcollege.edu
If you need accommodation because of a known or suspected disability, you
should contact the director for disabled student services at:
 Voice phone: 555-948-2049
 TTY: 555-948-2050 TTY
 Email: disabilityservices@myschool.edu
 Walk In: Hawkins Hall, Room 124 (this building and room are
handicapped accessible).
Standard 8.1: The course incorporates ADA standards and reflects conformance with institutional
policy regarding accessibility in online and hybrid courses.
a. Does this scenario meet Standard 8.1: YES or NO (You MUST indicate your decision.)
b. Please explain how you would improve this scenario in accordance with Standard 8.1.
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