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Quality MattersTM:Introduction to QM and to the Rubric<br />The Quality Matters™ Rubric 2008 – 2010 Edition<br />Updated J...
About <br />Quality Matters <br />
Factors Affecting Course Quality<br />Course design                QM REVIEWS THIS<br />Course delivery (i.e. teaching, fa...
Course Meets Quality Expectations<br />Course Revision<br />Quality Matters:<br />Peer Course Review Process<br />Faculty ...
Underlying Principles of QM…<br />Based in national standards of best practice, the research literature & instructional de...
Underlying Principles of QM (cont)….<br />Designed to ensure all reviewed courses will eventually meet expectations<br />Q...
The Rubric <br />    Eight General Standards:<br />Course Overview and Introduction<br />Learning Objectives <br />Assessm...
Course Learning Objectives (2)<br />Learner Interactions & Activities (5)<br />Resources, Materials (4) & Technology (6)<b...
Rubric Scoring<br /><ul><li>Team of 3 reviewers initially score individually
One score per standard based on team majority
Pre-assigned point value
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Qm for ic

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Short description of the Quality Matters program for the Instructional Council.

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Qm for ic

  1. 1. Quality MattersTM:Introduction to QM and to the Rubric<br />The Quality Matters™ Rubric 2008 – 2010 Edition<br />Updated July 08<br />
  2. 2. About <br />Quality Matters <br />
  3. 3. Factors Affecting Course Quality<br />Course design QM REVIEWS THIS<br />Course delivery (i.e. teaching, faculty performance)<br />Course content<br />Course management system<br />Institutional infrastructure<br />Faculty training and readiness<br />Student engagement and readiness<br />
  4. 4. Course Meets Quality Expectations<br />Course Revision<br />Quality Matters:<br />Peer Course Review Process<br />Faculty Course Developers<br />Institutions<br />National Standards & Research Literature<br />Course<br />Rubric<br />Faculty Reviewers<br />Training<br />Peer Course Review<br />Feedback<br />Instructional Designers<br />
  5. 5. Underlying Principles of QM…<br />Based in national standards of best practice, the research literature & instructional design principles <br />The course under review does not have to be “perfect” but better than just “good enough” (Standards met at about 85% level or better.) <br />Includes a continuous quality improvement process <br />Part of a faculty-driven, peer review process <br />Designed to promote student learning <br /> <br /> <br /> <br />
  6. 6. Underlying Principles of QM (cont)….<br />Designed to ensure all reviewed courses will eventually meet expectations<br />QM is a collegial review process, not an evaluation process<br />A review team must include an external peer reviewer<br />Set up so that the course faculty or instructor considered part of the review team <br />
  7. 7. The Rubric <br /> Eight General Standards:<br />Course Overview and Introduction<br />Learning Objectives <br />Assessment and Measurement<br />Resources and Materials<br />Learner Interaction<br />Course Technology<br />Learner Support<br />Accessibility<br />Key components must align.<br />Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.<br />
  8. 8. Course Learning Objectives (2)<br />Learner Interactions & Activities (5)<br />Resources, Materials (4) & Technology (6)<br />Assessment and Measurement (3)<br />Key sections that must align…<br />
  9. 9. Rubric Scoring<br /><ul><li>Team of 3 reviewers initially score individually
  10. 10. One score per standard based on team majority
  11. 11. Pre-assigned point value
  12. 12. Yes/No decision; All/None points
  13. 13. Consensus is NOT required</li></li></ul><li>To Meet Expectations…<br />A course must achieve:<br />“Yes” on all 17 of the 3-point “essential” standards.<br />A minimum of 72 out of 85 points<br />72/85 = 85%<br />
  14. 14. Questions About <br />Quality Matters? <br />

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