QM Member and Research Colleague, Bethany Simunich, Ph.D., Director, Online Pedagogy and Research at Kent State Online, often shares about her experience with Quality Matters at non-QM events.
This document provides an overview of the Scholarship of Teaching and Learning (SoTL). It defines SoTL as a means to systematically study and improve teaching and learning. The document outlines the basic steps of SoTL, including generating a research question, designing a study, collecting and analyzing data, and presenting findings. It emphasizes starting with a problem from one's own teaching and formulating a specific research question. Examples of SoTL questions are provided. The document also discusses what SoTL is and is not, as well as resources for publishing SoTL research.
The document discusses the development of a performance measurement system for NAF Academies. It involves creating a self-assessment tool to help academies evaluate how well they implement the NAF model. Student data will also be collected through ConnectEDU to measure outcomes. Surveys of students, teachers, parents and employers will provide additional information. The goal is to establish standards and benchmarks, collect indicator data, and analyze and report data to help academies improve and evaluate the impact of the NAF program.
Duties and responsibilities as Quality Assurance OfficerNondumiso Mcako
The Quality Assurance Officer coordinates various internal reviews of academic programs, centers, institutes, research activities, and community engagement. They assist with campus and support unit reviews as well as internal and external audits. Additionally, the officer advises faculties on quality assurance processes, updates program information, communicates standards and deadlines, applies for new programs and course renewals, coordinates student tracking, and advises stakeholders on quality policies and reviews.
This document provides an overview of rubrics, including what they are, their benefits, and how to build them. It defines rubrics as scoring guides that define expectations for assignments and evaluate student performance against clearly defined criteria. The main benefits identified are ensuring consistency in grading, identifying student strengths and weaknesses, improving performance through feedback, and providing qualitative and quantitative assessment data. The document outlines the differences between analytic and holistic rubrics and their advantages/disadvantages. It also reviews the key steps to building an effective rubric, such as identifying standards and criteria, determining task and performance levels, and constructing the rubric.
The document discusses how universities can customize the DMPonline data management planning tool. It describes how universities can add their own templates, questions, guidance, branding, and other customizations. Universities can provide templates tailored for different audiences like PhD students and research staff. Guidance can be added at the organizational or unit level on specific themes or questions. Additional features under development include commenting, answer histories, and APIs. The document encourages universities to define their requirements and provide details to the DCC to customize DMPonline for their needs.
This document provides an overview of the Scholarship of Teaching and Learning (SoTL). It defines SoTL as a means to systematically study and improve teaching and learning. The document outlines the basic steps of SoTL, including generating a research question, designing a study, collecting and analyzing data, and presenting findings. It emphasizes starting with a problem from one's own teaching and formulating a specific research question. Examples of SoTL questions are provided. The document also discusses what SoTL is and is not, as well as resources for publishing SoTL research.
The document discusses the development of a performance measurement system for NAF Academies. It involves creating a self-assessment tool to help academies evaluate how well they implement the NAF model. Student data will also be collected through ConnectEDU to measure outcomes. Surveys of students, teachers, parents and employers will provide additional information. The goal is to establish standards and benchmarks, collect indicator data, and analyze and report data to help academies improve and evaluate the impact of the NAF program.
Duties and responsibilities as Quality Assurance OfficerNondumiso Mcako
The Quality Assurance Officer coordinates various internal reviews of academic programs, centers, institutes, research activities, and community engagement. They assist with campus and support unit reviews as well as internal and external audits. Additionally, the officer advises faculties on quality assurance processes, updates program information, communicates standards and deadlines, applies for new programs and course renewals, coordinates student tracking, and advises stakeholders on quality policies and reviews.
This document provides an overview of rubrics, including what they are, their benefits, and how to build them. It defines rubrics as scoring guides that define expectations for assignments and evaluate student performance against clearly defined criteria. The main benefits identified are ensuring consistency in grading, identifying student strengths and weaknesses, improving performance through feedback, and providing qualitative and quantitative assessment data. The document outlines the differences between analytic and holistic rubrics and their advantages/disadvantages. It also reviews the key steps to building an effective rubric, such as identifying standards and criteria, determining task and performance levels, and constructing the rubric.
The document discusses how universities can customize the DMPonline data management planning tool. It describes how universities can add their own templates, questions, guidance, branding, and other customizations. Universities can provide templates tailored for different audiences like PhD students and research staff. Guidance can be added at the organizational or unit level on specific themes or questions. Additional features under development include commenting, answer histories, and APIs. The document encourages universities to define their requirements and provide details to the DCC to customize DMPonline for their needs.
This document summarizes Quality Matters, an inter-institutional program for quality assurance in online learning. It discusses factors that affect online course quality, and introduces the Quality Matters rubric - a set of standards used to guide peer review of online courses. The peer review process involves trained faculty reviewers using the rubric to provide feedback to help courses continuously improve and meet quality expectations. Quality Matters is designed to promote student learning and ensure courses are effective, through a supportive collegial review rather than evaluation. Research also suggests Quality Matters can help address community college completion challenges by emphasizing course completion.
This document provides an introduction to the Quality Matters program and course review rubric. It discusses factors that affect course quality and explains that QM reviews focus on ensuring alignment between course objectives, activities, resources, assessments and technology. The rubric contains 8 general standards and key sections that must be aligned. For a course to meet quality expectations through QM review, it must score a yes on 17 essential standards and earn a minimum of 72 out of 85 total points.
This document discusses the Quality Matters program and its process for reviewing online courses. It provides the following information:
- An overview of the Quality Matters program, which is an online course review program that uses a rubric with 8 standards to evaluate courses.
- PLU is an institutional member of Quality Matters and the Sloan Consortium. The QM review process can result in course certification.
- The QM rubric contains 8 standards for quality related to course design elements like overview, objectives, assessment, resources, engagement, technology, support and accessibility.
- The document reviews PLU's Quality Matters review process, which will utilize the QM rubric standards and feedback forms to provide constructive
North Park Quality Matters PresentationNorthParkODL
North Park University is implementing Quality Matters (QM), a faculty-centered, research-based program for quality assurance in online courses. It has trained staff and faculty to review courses using QM rubrics. It offers a online development course for faculty to learn the QM process. Preliminary findings show benefits like standardized reviews, guidance for course design, and peer discussions. Challenges include some faculty not fully utilizing the online tools or meeting standards on first review. Future plans include revising the development course based on needs assessment and improved recognition for faculty who complete the process.
The document discusses a workshop for program evaluators (PEVs) organized by the Board of Accreditation for Engineering and Technical Education (BAETE) in Dhaka. The workshop covers several interactive sessions to help PEVs design assessment forms and schedule on-site visits. It emphasizes evaluating programs based on BAETE's 11 accreditation criteria, with a focus on assessing attainment of program outcomes and continuous quality improvement. The document provides guidance on what PEVs should look for during visits and how outcomes should be assessed to determine compliance with accreditation standards.
This document provides an introduction to online course peer review. It discusses the characteristics and process of peer review, and lists several accepted standards and rubrics used in peer review, including the Cal State Chico Rubric and Quality Matters. The presentation defines online course peer review as an ongoing process for curricular improvement that focuses on online education and involves instructors volunteering their course for review by trained peers based on measurable standards. A typical review takes 4-6 weeks and aims to be confidential, constructive and collegial. The document provides examples of different rubrics and standards used in peer review and questions for participants in the session.
This document discusses creating standardized course designs across schools at KU Medical Center. It notes that KU Medical Center has schools of Medicine, Nursing, and Health Professions. Standardizing course designs can reduce student frustration, expand enrollment, help with accreditation, and allow faculty to focus on content over format. The Nursing school implemented a standardized Blackboard template, course design, and beginning of semester checklist. Standardization presents challenges but benefits students and allows for continuous quality improvement. Next steps include exploring new content delivery methods and mentoring faculty.
This document introduces the Quality Matters program for evaluating online course design. It explains that QM uses a research-based rubric to assess courses based on best practices. It outlines that courses are evaluated on 40 standards worth a total of 85 points, with 17 essential standards worth 3 points each. To meet expectations, a course must score yes on all essential standards and 72 total points out of 85. The evaluation focuses on course design, not delivery or instructor performance. It distinguishes between course design, which is the planning, and delivery, which is implementation of teaching. Key sections like objectives, resources, assessments, and engagement must be aligned for students to achieve learning outcomes.
Evaluating Distance Education: Focus on Online Course EvaluationJulia Parra
The document discusses quality assurance processes for online courses, focusing on the Quality Matters Rubric. The Quality Matters Rubric is a peer-review process used to certify and improve the quality of online courses. It consists of forty specific elements across eight standards. Courses must meet all essential standards and earn over 72 points to pass review. The document also discusses additional ways the university evaluates its online courses, such as surveys and student practicums assessed with the Quality Matters Rubric.
This document evaluates the effectiveness of an online HTML course. It asks questions to determine if the course provides clear grading criteria and feedback, sufficient time for assignments, and an engaging learning environment. The evaluation covers topics like instructor response time, test quality, accommodations for late work, and support services to assess the overall student experience.
This document discusses Quality Matters (QM), a non-profit organization dedicated to quality assurance in online education. QM provides a peer review process and rubric to certify the quality of online and blended courses. It outlines the institution's existing course design process and how it will now incorporate the QM rubric standards. Faculty and staff can create QM accounts to access the annotated rubric for self-review or professional development. The institution has a basic QM subscription and will use the rubric for internal reviews but not official QM certification of courses.
The document discusses quality assurance, ADA compliance, and Quality Matters standards for online course design. It provides definitions and explanations of these concepts, and describes how the university implements ADA templates and evaluates courses using Quality Matters rubrics to ensure compliance and high quality design. Templates allow standards to be met for accessibility, organization, and support, though some faculty resistance occurred. Benefits include positive feedback and program improvements using the templates and evaluation process.