MasterCourseQualityRubric 10 26 16

MasterCourseQualityRubric 10 26 16








Master Course Requirements
Directions
Use the following scoring guide, to build your master course using the WIDS software. Note you will also need
to refer to the Online Quality Rubric or Online Blended Rubric if the course you are working on is delivered in
either of those delivery methods.
Course Name: ___________________________________ Course Number: _________________________
Curriculum Coach: ______________________________
Instructor: _________________________________________________
Associate Dean/Dean: ________________________________________________________

Scoring Guide
1.
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Criteria
Course Outcome Summary (competencies, learning objectives, and
performance standards -- assessment strategy(ies) and criteria)
Competencies
you have competencies which represent skills that a competent individual would
use outside the context of a course (i.e., in the workplace or in another life role).
Well-written competency: Translate a paragraph of Spanish into English.
(This is well written because an action verb is used; and, the action can be
measured when completed.)

Ratings

Met Not Met

Poorly written competency: Remember the key terms.
(This is not well written because remember is NOT an action verb. Remembering
cannot be measured. This could be a learning objective.
This statement could become a competency by changing the verb to “use”: Use the
key terms. The action can be measured when completed.)

4.
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8.

you have competencies which are clear and concise. (For example -- Write a
resume.)
you have the correct number of competencies in the course. Western's guideline is:
· One (1) credit hour = three (3) to six (6) competencies.
you begin each competency with a single action verb describing what the student
will be able to do upon successful completion of the course (no double verbs).
For example you would not want to have a competency like this: Develop and use
a rubric - why - two verbs.
you utilize Bloom's taxonomy to ensures the verb for each competency is in the
correct domain (cognitive, affective or psychomotor) and at the correct level.
Cognitive domain: applying, analyzing, evaluating, or creating level. No
competencies at understanding and remembering level.
you have competencies which represent skills that a competent individual would
use outside the context of a course (i.e., in the workplace or in another life role).
Well-written competency: Translate a paragraph of Spanish into English.
(This is well written because an action verb is used; and, the action can be
measured when completed.)

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Poorly written competency: Remember the key terms.
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(This is not well written because remember is NOT an action verb. Remembering
cannot be measured. This could be a learning objective.
This statement could become a competency by changing the verb to “use”: Use the
key terms. The action can be measured when completed.)
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your competency is assessed in one or more performance assessment task (PAT)
in the curriculum.
your competencies are free from ambiguous adjectives or adverbs (e.g. effective,
basic, major, proper, clearly, correctly, appropriate, etc.).
Learning Objectives for Each Competency
you include at least two (2) learning objectives per competency.
you do not exceed the maximum number of learning objectives, per competency,
unless approved. (For example, if it is a three credit course and you have 20
learning objectives, that is probably too many, perhaps you need another
competency, or the discipline lends itself to more learning objectives.)
you have learning objectives which begin with a single action verb using Bloom’s
Taxonomy (no double verbs)
you have learning objectives that are in the same domain as the competency. For
example if competency is in the psychomotor domain, the learning objectives are in
that domain as well.
you have learning objectives which are written at the same or lower level of the
competency in Blooms's. (For example if competency is in the cognitive domain and
is at the Apply level, the learning objectives could be at Apply or BELOW.)
you have learning objectives that tell the learners the supporting skills, knowledge
and attitudes they will learn. It is chunking down the competency so easier to teach.
(Example – Competency: Interview for a job. Learning Objective: Demonstrate
strategies for introducing yourself)
Performance Standards (includes assessment strategy and criteria)
you have assessment strategies that define the product or process students will
complete to demonstrate mastery of the competency. (Some types of assessment
strategies --written product, self-assessment, research project.)
you have criteria that aligned with the assessment strategy. (For example if your
assessment strategy is a written product - what will the student have to demonstrate
in that written product?)
"You have product free from grammatical and spelling errors."
you have criteria that describes measurable and observable specifications to
evaluate the competency.
(Using an assessment strategy of written product – your criteria should describe
measurable and specifications to evaluate. Example Competency – Write a resume.
Your assessment strategy: written product; Criteria: you include contact information,
you include education, you include work history, you include professional activities,
you display correct grammar and spelling)
you begin each criteria with you.
you have criteria which identify:
(1) characteristics of a satisfactory performance;
(2) accuracy;
(3) tolerance;
(4) speed;
(5) percent;
(6) number of errors permitted;
(7) published standards;
(8) degree of excellence;
(9) content/concepts to be addressed in the assessment task.

Met Not Met

you have criteria which is listed as a single item. For example one criterion for a
written product could be "you have no spelling errors," another could be "you have
minimum of three sentences per paragraph."

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25.

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you have criteria which are free from ambiguous adjectives or adverbs, (e.g.
effective, basic, major, proper, clearly, appropriate, correctly, etc.). REASON cannot measure and the student would not be clear on what the expectations are.
you have criteria that is not based on instructor judgment or dependent on a
textbook as a reference.
you include 100% of criteria in scoring guides for assessment tasks.
Learning (Lesson) Plan (LP)
you include an overview and purpose.
The overview is written in student friendly language. The general purpose and realworld application (why we need to know this) should be clear.
you pick the target competencies, assessment strategies, criteria, and learning
objectives that will be worked on.
Verify that the learning activities match/align with the content found in the learning
objectives.
you include multiple learning activities. Learning activities help the students
prepare for the assessment strategy(ies) associated with the competency.

Met Not Met

you include selected instructional materials which tie into the learning objectives
and overall competency. Purpose and use of instructional materials are clearly
explained for fellow faculty and student use.
you include instructional materials. Instructional materials could include articles,
textbook readings, videos, PowerPoint presentations, self-assessments, etc.
you include activities which provide for student-student, student-instructor, studentindustry/community/content interactions.
you include learning material presented in a variety of formats - i.e., not just reading
material but visuals, videos, etc.
you includes rubrics (scoring guides) for formative assessments
you include a sample (draft) course schedule outlining the learning activities and
associated competencies.
Performance Assessment Task (PAT)
you have a performance assessment task which identifies one or more target
competencies and/or other learning outcomes (e.g. core abilities, program
outcomes, or general education outcomes).
you have a performance assessment task which matches performance indicated by
competencies, requiring that learners fulfill the criteria described in the performance
standards.
you have a performance assessment task that requires learners to apply
knowledge, skills, or attitudes to hypothetical or real life/work tasks.
you have a performance assessment task that requires learners to perform a task,
develop a product, make a decision, or solve a problem.
you have a scoring guide to support the requested performance.
you have a scoring guide or rubric that includes criteria, ratings, rating scale and
minimum requirements
Syllabus
you generate a syllabus from WIDS.
you include applicable core abilities, external standards, program outcomes, and
course competencies.
you include Required College Guidelines. (Note - this does not have to be manually
added, pre-loaded to any syllabus generated from WIDS software.)
You provide grading rationale and a grading scale if grades will be assigned.
you have a syllabus which includes other guidelines for student success (e.g.
assignment due dates, attendance policies, dress code, submitting assignments,
receiving feedback, etc.)
Course Schedule
you have a course schedule provides a user-friendly schedule/course map/blueprint
that is appropriate for your delivery format.
Standard Blackboard Shell

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you alphabetize your Blackboard Shell Course Menu (for example,
Announcements, Assignments, Contact Information, etc.)
you include dates on all content folders which are added under Assignments
include dates. For example Week 1 -- Oct. 10-16
you include your faculty information (include your picture if possible), This is in
addition to already prepopulated contact information. This is to be included in the
Contact tab in the left navigation panel of Blackboard.
you have hidden links in the Tools area of Blackboard that you are not utilizing.
you do not delete any of these menu items -- Announcements, Assignments,
Contact Information, My Grades, Syllabus and Schedule, or Tools.
you either link your syllabus from WIDS to Syllabus and Schedule button, or put a
copy of the syllabus in there.
you put a copy of the course schedule into Blackboard under the Syllabus and
Schedule area.
Quality Course Rubric -- choose either Online or Blended
you complete the Quality Online Course Rubric (checklist) if teaching the course in
online format.
you complete Quality Blended Course Rubric (checklist) if teaching the course in
blended format.

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