Rubric for Online Instruction, CSU, Chico, Copyright 2003 / Revised 2009 Rev. 4/2/09

Category 1 Baseline Effective Exemplary Learner A. Course contains limited A. Course contains A. Course contains Support information for online adequate information for extensive information & Resources learner support and links online learner support and about being an online to campus resources. links to campus resources. learner and links to campus resources. B. Course provides limited B. Course provides B. Course provides a course-specific resources, adequate course-specific c variety of course-specific c limited contact resources, some contact resources, contact information for instructor, information for instructor, information for instructor, department, and/or department, and program. department, and program. program. C. Course offers limited C. Course offers access to C. Course offers access to resources supporting adequate resources a wide range of resources course content and supporting course content supporting course content different learning abilities. and different learning and different learning abilities. abilities. Comments

Rubric for Online Instruction, CSU, Chico, Copyright 2003 / Revised 2009 Rev. 4/2/09 Category 2 Baseline Effective Exemplary Online A. Much of the course is under A. Course is organized and A. Course is well-organized Organization & construction, with some key navigable. Students can and easy to navigate. Design components identified such understand the key Students can clearly as the syllabus. components understand and structure of the all components and course. structure of the course. B. Course syllabus is unclear B. Course syllabus identifies B. Course syllabus identifies about what is expected of and delineates the role the and clearly delineates the students. online environment will play role the online environment in the course. will play in the total course. C. Aesthetic design does not C. Aesthetic design presents C. Aesthetic design presents present and communicate and communicates course and communicates course course information clearly. information clearly. information clearly throughout the course. D. Web pages are inconsistent D. Most web pages are D. All web pages are visually both visually and visually and functionally and functionally consistent functionally. consistent. throughout the course. E. Accessibility issues are E. Accessibility issues are E. Accessibility issues are not addressed. (Including: briefly addressed. (Including: addressed throughout the sight, mobility, hearing, sight, mobility, hearing, course. (Including: sight, cognition, ESL, and cognition, ESL, and technical.) mobility, hearing, cognition, technical.) ESL, and technical.) Comments

Rubric for Online Instruction, CSU, Chico, Copyright 2003 / Revised 2009 Rev. 4/2/09 Category 3 Baseline Effective Exemplary Instructional A. Course offers limited A. Course offers adequate A. Course offers ample Design & opportunity for interaction opportunities for interaction opportunities Delivery and communication and communication for interaction and student to student, student student to student, student communication student to to instructor and student to instructor and student to student, student to instructor to content. content. and student to content. B. Course goals are not clearly B. Course goals are adequately B. Course goals are clearly defined and do not align to defined but may not align defined and aligned to learning objectives. to learning objectives. learning objectives. C. Learning objectives are C. Learning objectives are C. Learning objectives are vague or incomplete and identified and learning identified and learning learning activities are activities are implied. activities are clearly absent or unclear. integrated. D. Course provides limited D. Course provides adequate D. Course provides multiple visual, textual, kinesthetic visual, textual, kinesthetic visual, textual, kinesthetic and/or auditory activities to and/or auditory activities to and/or auditory activities to enhance student learning enhance student learning enhance student learning and accessibility. and accessibility. and accessibility. E. Course provides limited E. Course provides adequate E. Course provides multiple activities to help students activities to help students activities that help students develop critical thinking and/ develop critical thinking develop critical thinking and or problem-solving skills. and/or problem-solving problem-solving skills. skills. Comments

Rubric for Online Instruction, CSU, Chico, Copyright 2003 / Revised 2009 Rev. 4/2/09 Category 4 Baseline Effective Exemplary Assessment & A. Course has limited activities A. Course has adequate A. Course has multiple timely Evaluation of to assess student readiness activities to assess student and appropriate activities Student Learning for course content and mode readiness for course content to assess student readiness of delivery. and mode of delivery. for course content and mode of delivery. B. Learning objectives, B. Learning objectives, B. Learning objectives, instructional instructional instructional and assessment and assessment and assessment activities are not aligned. activities are adequately activities are closely aligned. aligned. C. Assessment strategies are C. Ongoing strategies are C. Ongoing multiple limited in use to measure used to measure content assessment content knowledge, attitudes, knowledge, attitudes, and strategies are used and skills. skills. to measure content knowledge, attitudes, and skills. D. Opportunities for students D. Opportunities for students D. Regular feedback about to receive feedback about to receive feedback about student performance is their own performance are their own performance are provided in a timely manner infrequent and sporadic. provided. throughout the course. E. Students’ self-assessments E. Students’ self-assessments E. Students’ self-assessments and/or peer feedback and/or peer feedback and peer feedback opportunities are limited. opportunities exist. opportunities exist throughout the course. Comments

Rubric for Online Instruction, CSU, Chico, Copyright 2003 / Revised 2009 Rev. 4/2/09 Category 5 Baseline Effective Exemplary Innovative A. Course uses limited A. Course uses adequate A. Course uses a variety Teaching with technology technology tools to facilitate of technology tools to Technology tools to facilitate communication and learning. appropriately communication and learning. facilitate communication and learning. B. New teaching methods B. New teaching methods B. New teaching methods applied to enhance student are adequately applied to are applied and innovatively learning are limited. innovatively enhance enhance student learning, student learning. and interactively engage students. C. There are limited C. Multimedia elements and/ C. A variety of multimedia multimedia or learning objects are elements and/or learning elements and/or learning used and are relevant to objects are used and are objects for accommodating accommodate different relevant to accommodate different learning styles. learning styles. different learning styles throughout the course. D. Course uses Internet access D. Course optimizes Internet D. Course optimizes Internet and engages students in the access and effectively access and effectively learning process in a very engages students in the engages students in the limited way. learning process. learning process in a variety of ways throughout the course. Comments

Rubric for Online Instruction, CSU, Chico, Copyright 2003 / Revised 2009 Rev. 4/2/09 Category 6 Baseline Effective Exemplary Faculty Use of A. Instructor offers limited A. Instructor offers adequate A. Instructor offers multiple Student Feedback opportunity for students to opportunities for students opportunities for students give feedback to faculty on to give feedback on course to give feedback on course course content. content. content.

B. Instructor offers limited B. Instructor offers adequate B. Instructor offers multiple opportunity for students opportunities for students opportunities for students to give feedback on ease to give feedback on ease to give feedback on ease of online technology and of online technology and of online technology and accessibility of course. accessibility of course. accessibility of course.

C. Instructor uses student C. Instructor requests and C. Instructor uses formal and feedback to help plan uses student feedback a informal student feedback instruction and assessment couple times during the in an ongoing basis to help of student learning for the semester to help plan plan instruction and next semester in a limited instruction and assessment assessment way. of student learning for the of student learning rest of the semester. throughout the semester. Comments