Revised 3/25/2013
Tidewater Community College
Online Course and Peer Review Checklist
Online Quality Assurance Task Force
This checklist is designed for faculty to self-check their online course. This checklist can be utilized for those beginning to develop
their online course as well as a pre-assessment tool for those faculty planning to have their course go through the Peer Review
process.
Yes/No QM Standard #
Standard 6
Standard 1
Location
Main Navigation
Announcements Page
REQ.
X
1. Do all visible navigation buttons include information? (See Guide for
Blackboard Course Template
http://www.tcc.edu/students/dtls/faculty/template.htm ).
2. Have you deleted the buttons leading to empty course pages?
• Are the optional navigation buttons appropriately named according to
content and function?
X
3. At first access to your course, can students see:
• Announcements page that welcomes students to the course?
• Are clear directions provided on how students can get started in the
course, i.e. Start Here or Begin Here area of the course?
Standard 1
Start Here: Meet Your
Professor
X
Standard 1
Start Here
X
Adopted from the Quality Matters Peer Review Rubric
The Course on Blackboard at First Glance: Did you include these items
in your online course?
4. Introduction to the Professor to set the tone for the course? Is your contact
information complete and correct?
• E-mail
• Phone and fax number
• Office location
• On campus and online office hours
5. Are these items present in the Start Here Area of the course?
• Welcome to the Course - Purpose and Structure of the Course.
• Prerequisite Knowledge and Technical Skill for this Course.
• Required Textbook and Instructional Materials
• First Steps
• How to Navigate this Course.
• Netiquette Link
• Do You Have any Questions about this Course?
• Introduce Yourself to the Class Discussion Link
1
Revised 3/25/2013
Online Quality Assurance Task Force
Syllabus and Course Information Area: Does your Syllabus and Course
Yes/No
QM Standard
Location
REQ.
Standard 1
Syllabus &
Start Here
X
Standard 2
Syllabus
X
Syllabus
Standard 3
Learning Units
Standard 1
Syllabus &
Course Information
Standard 1
Course Information:
Course Schedule with
TCC Academic Dates
Standard 3
Standard 1
Yes/No
X
QM Standard
Standard 2
Standard 2
Standard 2
Standard 2, 4, 5
Standard 2, 4, 5, 8
Course Information:
Grading Polices
Course Information”
Late or Make-up Work
Policies for this Course
Location
Learning
Units/Modules &
Syllabus
Learning
Units/Modules
Learning
Units/Modules
Learning
Units/Modules
Learning
Units/Modules
Adopted from the Quality Matters Peer Review Rubric
Information Area include the following items: (Must Use TCC Required Syllabus
Elements)
1. Course Description
• Course Prerequisites, if any
• The Required Textbook(s), Materials and Optional Materials
2. Course Outcomes written in measurable terms and consistent with the (These
should be determined by the Lead Faculty member and/or the same for EVERY
section of the course.)
3. Description of Assignments and Assessments
• Assessments selected measure the stated learning objectives and are
consistent with course activities and resources.
X
4. Have you included a weekly schedule of class activities and assignments?
X
5. If your course requires on campus sessions and/or on campus testing, is this
information readily accessible to students with dates and locations provided?
• Are all course dates current and updated?
• Are assignment due dates posted in the Grade book if grade columns are
visible?
X
6. Grading Policy and how the Final Grade is Calculated
X
7. Policy accepting late work
REQ.
Module/Unit Objectives: Does your course include the module/unit objectives
for each module or unit?
X
1. Are the module/unit learning objectives measurable and consistent with the
course-level objectives?
X
2. Are instructions provided and clearly stated on how to meet the module/unit
learning objectives?
X
3. Are the module/unit learning objectives appropriate for the level of the course?
X
X
4. Are there appropriate and current instructional resources/materials to assist
students in their learning?
5. Are there a variety of resources/materials available throughout the course
content? (Multimedia, Auditory, Images, videos; Transcripts and/or CC
provided for ADA)
2
Revised 3/25/2013
Yes/No
QM Standard
Standard 3
Standard 3
Standard 3
Standard 3
Yes/No
QM Standard
Standard 4
Standard 4
Standard 4
Yes/No
QM Standard
Online Quality Assurance Task Force
Location
Learning
Units/Modules
Learning
Units/Modules
Learning
Units/Modules
Grade book & Learning
Units/Modules
Location
Learning
Units/Modules
Learning
Units/Modules
Learning
Units/Modules
Location
REQ.
X
X
X
X
REQ.
X
X
X
REQ.
Assessment Strategies: Does your course include assessment strategies designed
to evaluate the stated learning objectives?
1. Do the types of assessments measure the stated learning objectives and are
consistent with the course activities and resources?
2. Are the assessment instruments sequenced, varied and appropriate to the student
work being assessed?
3. Do students have multiple opportunities to measure their own learning progress?
4. How will you assess student assignments, tests, quizzes, etc.? (Rubrics should
be used for more authentic and objective assessments and feedback.)
Instructional Materials: Are your instructional materials sufficiently
comprehensive to meet the stated course objectives and learning outcomes?
1. Do the instructional materials in your course contribute to the achievement of
the stated course and module/unit learning objectives?
2. Are the purpose of the instructional materials and how they are to be used for
learning activities clearly explained?
3. Are all the resources and materials properly cited?
• Are the resources and materials current and do they offer a variety of
perspectives on the course content?
Interaction in Your Course: Have you included the following as part of your
course to motivate students and promote learning?
1. Do your learning activities provide opportunities for interaction and support
student learning?
• Types of interaction can include instructor-to-student, content-to-student
and student-to-student
• Are all hyperlinks and links to content areas working properly?
• Are all uploaded documents able to be opened by the student?
Standard 5
Learning
Units/Modules
X
Standard 5
Syllabus &
Discussions
X
2. How quickly will you respond to students' e-mails and discussion posts?
X
3. How soon will you grade students' assignments and post appropriate feedback?
• Will students send assignments through e-mail or only will use the
assignment link in Blackboard? Do you have specific instruction for
students sending assignments?
Standard 5
Standard 1, 2
Syllabus &
Course Information
Learning
Units/Modules &
Syllabus
Adopted from the Quality Matters Peer Review Rubric
X
4. Did you include a statement regarding student participation in terms of
frequency of login?
3
Revised 3/25/2013
Standard 1, 2, 5
Yes/No
QM Standard
Standard 1
Standard 1
Standard 1, 2, 7
Standard 1, 7
Yes/No
QM Standard
Standard 1, 7
Yes/No
QM Standard
Standard 1,7, 8
Online Quality Assurance Task Force
Learning
Units/Modules &
Syllabus
Location
Syllabus & Student
Services Link
(prepopulated)
Syllabus
Syllabus, Learning
Units/Modules, &
Student Services Link
Syllabus, Learning
Units/Modules,
Location
Syllabus & Student
Services Link
Location
Syllabus & Student
Services Link
Standard 1, 2, 7, 8 Syllabus & Learning
Adopted from the Quality Matters Peer Review Rubric
X
REQ.
X
X
X
5. Are the discussion boards/blogs posting requirements clearly stated in terms of
frequency, content and assessment?
Technology: Are the technologies for the course easily available for students to
use?
1. Are all software requirements clearly stated? (For example, a specific version or
a specific discipline-related program)
2. Are all programs required for this course available or easily downloadable?
3. Are instructions provided on how to access technical or Internet resources?
X
REQ.
X
REQ.
X
X
4. Are students alerted on the possible difficulties such as operating system issues,
access keys, downloads, or document sharing?
Student and Academic Support Web Links: Are these links present in your
course site?
Student Services has been populated with links
for the following:
Academic Support for Students folder
TCC Libraries Information,
• Resources and Tutorials folder
• Student Services folder
• TCC Academic Calendars link
Technical Support for Students folder
• Blackboard Help with link
• Minimum Computer
• Requirements and Technical
• Skills link
• Wireless Service Access at TCC
Accessibility for All Students: Does the course provide accessible technologies
and guidance for all students?
1. Is the Blackboard Accessibility Statement available and clearly stated in the
LMS or the course?
http://www.blackboard.com/Platforms/Learn/Resources/Accessibility.aspx
2. Are links to documentation for accessibility listed in the course regarding any
4
Revised 3/25/2013
Online Quality Assurance Task Force
Units/Modules
Standard 2, 7, 8
Standard 8
Learning
Units/Modules
ALL
Adopted from the Quality Matters Peer Review Rubric
X
X
software and/or technologies being used? (i.e. SoftChalk, Camtasia,
PowerPoint etc.)
3. Does the course contain alternative to auditory and visual content (i.e.
transcripts for videos and podcasts)
4. Are the fonts, styles, color and formatting consistent throughout the course?
5