3 Dimention Assessment Tool

Criterion

1

3

5

Needs Development

Meets basic standards

Exceeds

College Resources

Some links to college resources are missing - e.g. library, policies/procedures

All required links to college resources are present

Additional links to course or discipline resources are included

Course Resources

Course is lacking instructor contact information prompt and/or tech/software needed -

Course provides basic course-specific resources - instructor contact information prompt, required tech/software/materials, and links/information on how to acquire needed tech/software --  at least once in Course Information

Course provides basic course-specific resources - instructor contact information prompt, required tech/software/materials, and links/information on  how to acquire needed tech/software  are strategically located

Online Resources

Course includes online resources without context or annotation, and/or presents an indiscriminate array of resources to students with no guidance concerning the resources' relative value or potential usefulness

Online resources are contextual or annotated. these resources include only relevant works in the field  and/or web sites of reputable organizations appropriate to course level and expected student competency

Online resources are contextual or annotated. these resources include only relevant works in the field  and/or web sites of reputable organizations appropriate to course level and expected student competency, and students are encouraged to investigate for further information

Information Literacy

Students are given little guidance in or opportunity for evaluating information on their own

Course learning activities encourage students to find their own resources and share them, and provides links to library and library's information literacy tutorials

Course makes information literacy an integral part of the course's learning activities, appropriate to the course level and expected student competency, and integrates the library's information literacy tutorials into learning activities

Criterion

1

3

5

Needs Development

Meets basic standards

Exceeds

Content Organization

Course is organized in some manner, but it is not readily apparent. Workload is grossly uneven

Course content's organization is logical and visually intuitive - the relationship of part to whole is clear to the learner.  Workload is somewhat evenly distributed.

Course content's organization is logical and visually intuitive - the relationship of part to whole is clear to the learner.  Learning activities and content are appropriate. Workload is evenly distributed across the course.

Aesthetics

Page design is generally poor and/or distracts reader

Visually course is clean, neat and consistent.

Visually course is clean, neat and consistent, with good page design, and uses visual cues creatively -

Content Presentation

Text garbled/poorly edited a/o contains mostly non-content images or graphics, or no images/graphics at all)

Well-edited text makes good use of white space, headings etc, to help students navigate the text. Supplemental  graphics/tables/images/

Well-edited text makes good use of white space, headings etc, to help students navigate the text. And is supplemented with graphics/tables/images/

multimedia primarily  enhance learning

multimedia that consistently enhance learning and are relevant to course content

Accessibility

None/Some access issues not addressed

All access issues addressed

Uses universal design and technology to support a variety of learning styles

Attribution

Images, learning objects, and other items integrated into the course are not cited or able to be used in the course. (ie. Copyrighted, Creative Commons license not being followed)

Images, learning objects, and other items integrated into the course are being used as intended by copyright (including Creative Commons Licensing),

All images, learning objects, and other items integrated into the course fully comply with copyright law and/or CC licensing. Citations are done properly and easy to find.

Criterion

1

3

5

Needs Development

Meets basic standards

Exceeds

Course Syllabus

Some required information is not present, and/or syllabus is not identified as such, and/or syllabus is not clear about what is expected of students

All required information is present, syllabus is identified as such, and is clear about what is expected of students

All required information is presented in a logical, intuitive manner using consistent terminology, and is clear about what is expected of students

Goals and Objectives

Some goals/objectives not measureable or, if present and measureable, not measured in activities or inappropriate for the course level

Goals/objectives are measureable, can be assessed by course learning activities, and are appropriate for the course level

Goals/objectives are measureable and are linked to course learning activities, and are appropriate for the course level

Learning Activities

Some or all learning activities are Inappropriate in quantity a/o type for course level; and/or activities are consistently of close-ended, lower-order summary type

All learning activities are appropriate to the course level, and include some that are generally of a higher-order thinking type

All learning activities are appropriate to the course level, and are generally of a higher-order thinking type. Learning activities offer creative possibilities to students beyond the traditional 3-5 page paper - e.g. alternate formats, multiple topic options, role play activities

Interactivity

Interactivity is only nominally interactive (i.e. discussions are close-ended and involve no give-and-take of information a/o engaging with others' views) Student content interaction is limited to reading textbooks and/or content guides

Course interactivity consists of student-student/student-instructor post-and-respond interactions in discussions.  Course offers some opportunity for students to interact with content beyond reading.

Student-student/student-instructor interactions require sharing and critiquing student-found information and views in discussions or group assignments. Course offers students the opportunity to interact with content - e.g. self-assessment activities, interactive learning objects - for feedback not dependent on instructor

Technology Use

Uses 3^rd part tools inappropriately (e.g. an LMS tool could have sufficed); and/or course doesn't provide help or tutorial links for using the tool; and/or disproportionate learning is required for use

Uses 3^rd party tools only when necessary (e.g. tool uniquely capable of creating the product required for a learning activity, or is industry standard for that subject and learning the tool is a course objective); course provides help and tutorial links for tool; and learning curve for tool is proportional to the importance of the tool for meeting learning objectives

Uses 3^rd party tools to enhance student learning only when necessary; course provides prominent and convenient help and tutorials for tool; and learning curve for tool is proportional to the importance of the tool for meeting learning objectives (e.g. learning tool is stated course objective) and students are offered practice or "run-up" activities to prepare for any graded assignments involving the tool