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Standards for Course Quality (Quality Matters Rubric)
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The standards of the QM rubric were developed with the purpose of aligning all critical course components (Learning objectives; learner interactions and activities; resources, materials, and technology; and assessments) so they work together to ensure that students achieve the desired learning outcomes. The following is a quick reference to the standards of the QM rubric. To get materials and learn more about the QM rubric, visit the Quality Matters website.

Course Overview and Introduction (QM rubric)

  1. Navigational instructions make the organization of the course easy to understand.
  2. A statement introduces the student to the course and to the structure of the student learning.
  3. Netiquette expectations with regard to discussions and email communication are clearly stated.
  4. The self-introduction by the instructor is appropriate.
  5. Students are requested to introduce themselves to the class.
  6. Minimum technology requirements, minimum students skills, and, if applicable, prerequisite knowledge in the discipline, are clearly stated.

Online Organization & Design (Colorado State University)

  1. An overview and/or an orientation of the entire course.
  2. Students can clearly understand all components and structure of the course.
  3. Course is well-organized and easy to navigate.
  4. Course syllabus identifies and clearly delineates the role the online environment plays in the total course.
  5. Aesthetic design presents and communicates course information clearly throughout the course.
  6. All web pages are visually and functionally consistent throughout the course.
  7. Accessibility issues are addressed throughout the course.

Course Calendar (West Georgia University)

  1. Schedule of course activities is listed.
  2. Dates for units, assignments, activities and tests are shown.
  3. Institutional term information is listed (course start/end dates, withdrawal dates, etc.).

Learning Objectives (QM rubric)

  1. The learning objectives of the course describe outcomes that are measurable.
  2. The learning objectives address content mastery, critical thinking skills, and core learning skills.
  3. The learning objectives of the course are clearly stated and understandable to the student.
  4. Instructions to students on how to meet the learning objectives are adequate and easy to understand.
  5. The learning objectives of the course are articulated and specified on the module/unit level.

 Assessment and Measurement (QM rubric)

  1. The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
  2. The grading policy is transparent and easy to understand.
  3. Assessment and measurement strategies provide feedback to the student.
  4. The types of assessments selected and the methods used for submitting assessments are appropriate for the distance learning environment.
  5. "Self-check" or practice types of assignments are provided for quick student feedback.

Resources and Materials (QM rubric)

  1. The instructional materials support the stated learning objectives and have sufficient breadth and depth for the student to learn the subject.
  2. Instructional materials are presented in a format appropriate to the online environment, and are easily accessible to and usable by the student.
  3. The purpose of the course elements (content, instructional methods, technologies, and course materials) is evident.
  4. The instructional materials, including supporting materials - such as manuals, videos, CD ROMs, and computer software - are consistent in organization.
  5. All resources and materials used in the online course are appropriately cited.

Learner Interaction (QM rubric)

  1. The learning activities promote the achievement of stated objectives and learning outcomes.
  2. Learning activities foster instructor-student, content-student, and if appropriate to this course, student-student interaction.
  3. Clear standards are set for instructor response and availability (turn-around time for email, grades posted etc.)
  4. The requirements for course interaction are clearly articulated.
  5. The course design prompts the instructor to be present, active, and engaged with the students.

Course Technology (QM rubric)

  1. The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.
  2. The tools and media enhance student interactivity and guide the student to become a more active learner.
  3. Technologies required for this course are either provided or easily downloadable.
  4. The tools and media are compatible with existing standards of delivery modes.
  5. Instructions on how to access resources at a distance are sufficient and easy to understand.
  6. Course technologies take advantage of existing economies and efficiencies of delivery.

 Learner Support (QM rubric)

  • The course instructions articulate or link to a clear description of the technical support offered.
  • Course instructions articulate or link to an explanation of how the institution's academic support system can assist the student in effectively using the resources provided.
  • Course instructions articulate or link to an explanation of how the institution's student support services can assist the student in effectively using the resources provided.
  • Course instructions articulate or link to tutorials and resources that answer basic questions related to research, writing, technology etc.

Accessibility (QM rubric)

  1. The course acknowledges the importance of ADA requirements.
  2. Web pages provide equivalent alternatives to auditory and visual content.
  3. Web pages have links that are self-describing and meaningful.
  4. The course demonstrates sensitivity to readability issues.