The document outlines an online program evaluation for Parkland High School's online courses. The evaluation will assess courses based on 5 criteria: technology and 21st century skills; course design; course content; student assessments; and faculty assessment. Each criteria will be rated on a scale from below expectations to meeting expectations to above expectations. The purpose is to ensure high-quality education is provided in both traditional and online classrooms. Evaluations will involve students, staff, alumni and employers to validate the results.

1. Online Program Evaluation
Thomas Rozycki TEC969

2. Audience
Parkland High School
3300 Students
Mixed socio-economical status
Suburban district that is rapidly expanding
Need to expand is there and choices are running
out and online is one option

3. Purpose
The purpose of online course evaluation is to
ensure high quality education continues from
traditional classrooms to online classrooms.
The evaluation should be learner centered and
involve multiple measures to validate results.

4. Course Evaluation
Criteria
There is five areas Faculty Assessment
that will be evaluated.
Each criteria is
Technology and 21st graded on below
Century Skills expectations(1),
meeting
Course Design expectations(2) and
above
Course Content
expectations(3).
Student Assessments
While viewing the
next slides keep in

5. Technology And 21st
Century Skills
This course emphasizes 21st century skills, such as computer use, audio
or visual multimedia and the Internet.
Hardware, software and computer preferences are specified.
Course is easily navigable with help buttons, tutorials and technical
assistance.
Orientation to course is given, prerequisites stated and learning tools
listed.

6. Course Design
Grading policy, rules and ethics are clearly explained.
Course includes syllabus, objectives and assessments for entire class.
Course is organized into units and lessons that are easily manageable.
Course offers the maximum interaction between all the stakeholders.
Course lessons build upon each and include higher order thinking to
teach content mastery.
Instructor allows for interaction within each unit and has added
discussion groups for feedback.

7. Course Content
Objectives and goals are stated and measurable
Objectives are aligned with assessments and standards at local, state
and national level.
Each lesson provides content that enables learning in the subject area.
Each unit provides enough ancillary materials from multimedia or Internet
that adds to content mastery.
Discourse between instructor, student and others in encouraged.
Each lesson or unit allows for at least one assessment.

8. Student Assessments
Assessment are aligned with course and lesson
objectives
Multiple assessment strategies are given to allow
for content mastery and flexibility.
Grading policy, rubrics and feedback are given
for each assessment
Instructor feedback can easily be found and
answer keys are accessible.

9. Faculty Assessment
Instructor is involved and is given multiple ways
to give feedback
Course evaluation is given at end of course for
feedback
Instructor is flexible, available and helpful to all
participants.
Course is updated to ensure accuracy.

10. Evaluation Committees
Evaluations work best if all the stakeholders are
involved. (Students, alumni, staff and
administration)
All faculty should be involved to ensure
continuity between traditional and non-tradition
settings.
Previous alumni and employers should be
surveyed to make sure course meets
expectations of what we are producing.

11. Final Evaluation
Evaluation should be done often and include
multiple strategies to ensure validity
Results should be examined with faculty and
administration to certify accuracy