Quality MattersTM: Introduction to QM and to the Rubric

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Quality MattersTM Introduction to QM and to
the Rubric
The Quality Matters Rubric 2008 2010 Edition
Updated July 08
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About Quality Matters
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Quality Matters

• Quality does matter to
• students
• faculty
• administrators
• institutions
• consortia
• accrediting agencies
• legislators
• tax-payers

• How do we
• identify recognize it?
• motivate instill it?
• assess measure it?
• insure it?
• assure it?

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Quality Matters Peer Course Review Process
Faculty Course Developers
Institutions
National Standards Research Literature
Course
Rubric
Faculty Reviewers
Training
Peer Course Review
Feedback
Instructional Designers
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Factors Affecting Course Quality

• Course design QM REVIEWS THIS
• Course delivery (i.e. teaching, faculty
  performance)
• Course content
• Course management system
• Institutional infrastructure
• Faculty training and readiness
• Student engagement and readiness

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For Our Purposes, Quality Is

• More than average more than good enough
• An attempt to capture whats expected in an
  effective online course at about an 85 level
• Based on research and widely accepted standards

85
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The Rubric
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The Rubric

• Eight General Standards
• Course Overview and Introduction
• Learning Objectives
• Assessment and Measurement
• Resources and Materials
• Learner Interaction
• Course Technology
• Learner Support
• Accessibility

Key components must align.
Alignment Critical course elements work
together to ensure that students achieve the
desired learning outcomes.
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Key sections that must align
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Rubric Scoring
Standards Points Relative Value
17 3 Essential
11 2 Very Important
12 1 Important
TOTALS
40 85

• Team of 3 reviewers initially score individually
• One score per standard based on team majority
• Pre-assigned point value
• Yes/No decision All/None points
• Consensus is NOT required

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To Meet Expectations

• A course must achieve
• Yes on all 17 of the 3-point essential
  standards.
• A minimum of 72 out of 85 points

72/85 85
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Underlying Principles of QM

• Based in national standards of best practice, the
  research literature instructional design
  principles
• The course under review does not have to be
  perfect but better than just good enough
  (Standards met at about 85 level or better.)
• Integral to a continuous quality improvement
  process
• Valued as part of a faculty-driven, peer review
  process
• Designed to promote student learning
•  
•  
•  

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Underlying Principles of QM (cont).

• Designed to ensure all reviewed courses will
  eventually meet expectations
• QM is a collegial review process, not an
  evaluation process
• A review team must include an external peer
  reviewer
• Set up so that the course faculty or instructor
  considered part of the review team