The document provides a rubric for evaluating course modules across multiple components from baseline to exemplary. It evaluates components such as the introduction, objectives, assessment of prior knowledge, readings, content pages, assignments, assessment, and group work. The rubric identifies criteria for baseline, effective, and exemplary levels for each component to guide content development.

1. Course Module Evaluation Rubric
David Peter (dpeter19@gmail.com)
February 2, 2009
Module Component Baseline Effective Exemplary
Introduction • Content module has • Content module • Content module
no introduction introduction introduction has
• Content module has includes limited intended learner
limited introduction strategies to strategies
• Introduction does complete the • Content module
not provide module includes an
strategies for • Content module organizer for
learner introduction students
provides no • Content module
contextual introduction
relevance, but does provides synopsis of
provide brief material
outline of content
Objectives • Objectives are • Objectives are • Objectives clearly
vague present state expected
• Objectives do not • Objectives imply student or learner
identify expected expected outcome outcomes
outcomes or or performance • Objectives clearly
performance • Objectives do not identify
clearly identify performance
expected criteria
performance
outcomes
Assessment of prior • Prior knowledge is • Prior knowledge is • Access to the
knowledge summarized before tested before module can only
beginning the beginning the occur after
module module but has no achieving a
effect on module predetermined
presentation score on an
assessment
instrument
• Student is provided
with feedback
during and after
assessment

2. Readings • No additional • Some additional • Full text links to
readings are readings are additional readings
provided provided, but only are provided
in list format • Readings are
• Readings may not contextually
be relevant to relevant to content
specific content
presented
Content pages • Content is provided • Content is • Content is
in outline format presented in slide presented,
• Content is or text format including
presented as • Some graphics are multimedia
information only included with the elements
content • Glossary terms are
• Content has fixed linked from the
entry and exit point, content
students cannot • Content is navigable
navigate to specific (students can
pages determine entry or
• Content is path through
presented as content)
information with • Content is
limited interaction presented with
or evaluation multiple
opportunities for
student interaction
and evaluation
through discussion
boards, chat,
assignments, tests,
quizzes, and surveys
Assignments • Surveys and quizzes • Papers and essays • Papers, essays, and
are the only are included as presentations are
assignments assignments included as
• Quizzes are assignments
included with • Peer reviews are a
multiple question part of each
types assignment
• Discussion board
and chat are used
to assess critical,
reflective thinking

3. Assessment • No assessment is • Assessments occur • With each
given in or outside as self‐test, quiz assessment,
of the module prior to the module feedback is
• Assessments occur provided for each
as self‐test, quiz answer
during the module • With each
• Assessments occur assessment,
as self‐test, quiz feedback is
after the module provided for each
• Several assessment question
types are included • The feedback
references content
specific pages
• Multiple
assessment types
are included (i.e.,
self‐test, quiz,
written
assignments,
discussion, chat, )
Group work • Interaction and • Interaction and • Interaction includes
communication are communication email, discussion
via email from occur with email • Interaction and
student to from student to communication
instructor and instructor, student occurs during chat
instructor to to student, and sessions
student instructor to • Group work
student includes
collaboration
• Group work utilizes
shared workspace
and communication
tools