ETROY QUALITY ASSURANCE
PROCESS
Quality Matters

The eTROY Quality Assurance process is based on
the Quality Matters rubric and eTROY is a member
of Quality Matters.
Underlying Principles of QA


The QM toolset and process are:

based in national standards of best practice, the research
literature and instructional design principles
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designed to promote student learning
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integral to a continuous quality improvement process

part of a faculty-driven, peer review process
Course does not have to be “perfect” but better than
just “good enough.” (Standards met at about 85%
level or better.)
Underlying Principles of QA

Process designed to ensure all reviewed courses will
eventually meet expectations

Collegial review process, not an evaluation process

Review team includes an external peer reviewer

Course faculty or instructor considered part of the
review team
What is Quality

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•
•
More than average; more than “good enough”
An attempt to capture what’s expected in an
effective online course at about an 85% level
Based on research and widely accepted standards
Take the students’ point of view
Advocate for the student
What this process is NOT
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Not about an individual instructor
(it’s about the course)
Not about faculty evaluation
(it’s about course quality)
Not about “win/lose” or “pass/fail”
(it’s about continuous improvement in a supportive
environment)
The Rubric General Standards

Eight standards:

Course Overview and Introduction
 Learning
Objectives
 Assessment and Measurement
 Resources and Materials
 Learner Interaction
 Course Technology
Learner Support
 Accessibility

The highlighted standards are part of
alignment
What is Alignment?
The critical course elements
which work together to ensure
that students achieve
the desired learning outcomes
The Rubric General Standards

Eight standards:

Course Overview and Introduction
 Learning
Objectives
 Assessment and Measurement
 Resources and Materials
 Learner Interaction
 Course Technology
Learner Support
 Accessibility

How eTROY has implemented
the process



The eTROY model is loosely based on the Quality
Matters process.
eTROY uses a faculty member for content review
and staff in the Quality Assurance unit for the
instructional design review.
Faculty being reviewed are notified that their
course will be reviewed in the term. The reviews are
done anonymously.
How eTROY has implemented
the process

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The QM rubric has been adapted by each college
with additional standards relevant to that college.
The reviews are done over a 2-3 week period and
the reviews are submitted online.
Reports are generated by the Quality Assurance
staff and provided to the appropriate Dean or
chair.
How eTROY has implemented
the process
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Courses which meet standards are acknowledged.
In courses not meeting standards the faculty are
provided feedback and given a term to make
changes to the course. The course is then
subsequently re-reviewed.
If the course does not meet standards again, there
are number of things that could happen from
additional remediation to appropriate academic
supervisor makes determination if the faculty
member will continue to teach the course online.
The Quality Assurance Process
Dean selects courses
Ed Tech removes
SMEs from
Blackboard
QA & SMEs submits
online form and QA
staff Compiles
reports
Dean/Dept. Chairs
choose SME*
Course QA
Process
QA* explains the
process/presents forms to
SMEs
QA reviews course
design & monitors
QA progress
SME reviews
academic content
Ed Tech enrolls SMEs in
blackboard course &
provides tech support
SME* Subject Matter Expert QA* Quality Assurance Staff
Feedback from Quality Assurance
Reviews
Feedback
The online instructor is responsible for communicating with and
providing feedback to students. Instructor should provide
Prompt Feedback.
a.
Instructor should Inform the learner when they can expect
a response if the instructor cannot provide a detailed
response within 12 hours.
b.
Instructor should provide clear and concise feedback to
explain the degree to which the student is achieving the
course/lesson outcomes.
c.
Communicate to students when they can expect to receive
graded feedback on assignments and exams.
Availability
The instructor is required to be available to the
online learner for the duration of the course.
1.
2.
Regularly access the online course.
Notify students and appropriate administrative
units if unable to log in to the course.
Technological Competence
a.
b.
The instructor should be proficient with the
technologies used in the online classroom.
The instructor should be confident with the technology
used in the course.
Course Administration
a.
b.
c.
Instructor should revise course content and instruction
based on student feedback as appropriate.
Adhere to institutional syllabus policy.
Log-in to the course regularly (preferably on a daily
basis) in order to respond to student inquiries, monitor
student progress, engage in student activities, etc.
Course design based on Quality
Matters
Course overview and introduction
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Provide instructions on how to get started in the
course and make sure students understand the
purpose of the course
Provide students clear instructions on how the
discussion board works and the etiquette
expectations for course communications
Do introductions
Provide information on student preparation and
minimum technical skills
Learning Objectives
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Make sure the course objectives are measureable
They need to be stated clearly and written from the
students perspective
There should be learning objectives at the
module/unit level and be appropriate for the level
of the course
Assessment and Measurement
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The types of assessments selected measure the
stated learning objectives and are consistent with
course activities and resources
Tell your students how they will be evaluated in
assignments and participation.
Be clear on the grading policy and let students
know your grading timeframes
Consider practice or “self-check” types of
assignments with timely feedback to students
Assessing Student Performance
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Assignments
Papers
Group projects
Presentations
Class participation
Quizzes and exams
Portfolios
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Demonstrations
Simulations
Problem solving
exercises
Drill and practice
Case studies
Discussion
Resources and Materials



Your instructional materials contribute to the stated
course goals and their relationship to the learning
activities are clearly explained to the students
The instructional materials have sufficient breadth,
depth and currency for the student to learn the
subject.
All materials in the course are appropriately cited.
Learner Engagement
Types of interaction
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Teacher to student
Student to teacher
Student to student
Student with content and resources
Provide your students clear standards for instructor
responsiveness and availability (turn-around time)
and students’ interaction
Course Technology

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Make sure your tools and media support the
learning objectives and are appropriate to deliver
the content of the course
The tools and media engage the students to be an
active learner
Navigation through the components is logical and
consistent
Provide instructions on how to access the resources
that are easy to understand.
Keep in mind

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Learner support – be sure to provide in your
syllabus and the course how students can access
support, technical, academic, writing, tutoring and
other student services
Keep in mind accessibility concerns and alternatives
for auditory and visual content, provide alternatives
or directions on how to receive accommodations.
Questions and Discussion
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Deb Gearhart
dgearhart@troy.edu
334-808-6229