In order to evaluate my course readiness I choose to use the Quality Matter Rubric.

I wanted to ensure I had the necessary components of the course and I liked the
rating scale attached with it. After assessing my course readiness, I saw that I was
only missing minor pieces of my course. As can be seen in the rubric believe the
minor areas I am missing is in section 1.5-1.8 and 7.3. For the areas in 1.5, 1.6, and
7.3, I plan to add these sections into my course syllabus. For the areas in 1.7 and
1.8, I will be making an introduction post as well as asking students to introduce
themselves. While these areas are minor, I can understand the importance of them
and helping students feel connected within this course.

General Standard 1: The overall design of the course is made clear to the student at the beginning of
the course.

Specific Review Standard Points YES NO NOTES

X
1.1 Instructions make clear how to 3
get started and where to find various
course components.

1.2 Students are introduced to the 3

purpose and structure of the X
course.

1.3 Etiquette expectations 2

(sometimes called “netiquette”) for X
online discussions, email, and other
forms of communication are stated
clearly.

1.4 Course and/or institutional 2

policies with which the student is X
expected to comply are clearly
stated, or a link to current policies
is provided.

1.5 Prerequisite knowledge in the 1

discipline and/or any required X
competencies are clearly stated.
1.6 Minimum technical skills 1
expected of the student are clearly x
stated.

1.7 The self-introduction by the 1

instructor is appropriate and is X
available online.

1.8 Students are asked to introduce 1

themselves to the class. x

General Standard 2: Learning objectives are measurable and are clearly stated.

Specific Review Standard Points YES NO NOTES

2.1 The course learning objectives 3

describe outcomes that are X
measurable.

2.2 The module/unit learning 3

objectives describe outcomes that X
are measurable and consistent with
the course-level objectives.

2.3 All learning objectives are 3

stated clearly and written from the X
student’s perspective.

2.4 Instructions to students on how 3

to meet the learning objectives are X
adequate and stated clearly.
2.5 The learning objectives are 3
appropriately designed for the level x
of the course.

General Standard 3: Assessment strategies are designed to evaluate student progress by reference to
stated learning objectives; to measure the effectiveness of student learning; and to be integral to the
learning process.

Specific Review Standard Points YES NO NOTES

X
3.1 The types of assessments 3
selected measure the stated learning
objectives and are consistent with
course activities and resources.

X
3.2 The course grading policy is 3
stated clearly.

X
3.3 Specific and descriptive criteria 3
are provided for the evaluation of
students’ work and participation and
are tied to the course grading policy.

X
3.4 The assessment instruments 2
selected are sequenced, varied, and
appropriate to the student work
being assessed.

3.5 Students have multiple 2 N/A

opportunities to measure their own
learning progress.
General Standard 4: Instructional materials are sufficiently comprehensive to achieve stated course
objectives and learning outcomes.

Specific Review Standard Points YES NO NOTES

4.1 The instructional materials 3

contribute to the achievement of X
the stated course and module/unit
learning objectives.

4.2 The purpose of instructional 3

materials and how the materials are X
to be used for learning activities are
clearly explained.

4.3 All resources and materials 2

used in the course are X
appropriately cited.

4.4 The instructional materials are 2

current. X
4.5 The instructional materials 1
present a variety of perspectives on X
the course content.

4.6 The distinction between 1

required and optional materials is X
clearly explained.

General Standard 5: Forms of interaction incorporated in the course motivate students and promote
learning.

Specific Review Standard Points YES NO NOTES

 X
5.1 The learning activities promote 3
the achievement of the stated
learning objectives. (Note: in some
institutions learning objectives may
be called learning outcomes.)

X
5.2 Learning activities provide 3
opportunities for interaction that
support active learning.

X
5.3 The instructor’s plan for 3
classroom response time and
feedback on assignments is clearly
stated.

5.4 The requirements for student 2

interaction are clearly articulated. X

General Standard 6: Course navigation and technology support student engagement and ensure
access to course components.

Specific Review Standard Points YES NO NOTES

6.1 The tools and media support the 3

course learning objectives. X
6.2 Course tools and media support 3
student engagement and guide the X
student to become an active
learner.

6.3 Navigation throughout the 3

online components of the course is X
logical, consistent, and efficient.
6.4 Students can readily access the 2
technologies required in the X
course.

6.5 The course technologies are 1

current. X

General Standard 7: The course facilitates student access to institutional support services essential to
student success.

Specific Review Standard Points YES NO NOTES

X
7.1 The course instructions articulate 3
or link to a clear description of the
technical support offered and how to
access it.

X
7.2 Course instructions articulate or 3
link to the institution’s accessibility
policies and services.

X
7.3 Course instructions articulate or 2
link to an explanation of how the
institution’s academic support
services and resources can help
students succeed in the course and
how students can access the
services.

7.4 Course instructions articulate or

link to an explanation of how the
1
N/A
institution’s student support services
can help students succeed and how
students can access the services.

General Standard 8: The course demonstrates a commitment to accessibility for all students.

Specific Review Standard Points YES NO NOTES

8.1 The course employs accessible 3

technologies and provides guidance X
on how to obtain accommodation.

8.2 The course contains equivalent 2

alternatives to auditory and visual
N/A
content.

8.3 The course design facilitates 2

readability and minimizes X
distractions.

8.4 The course design 2

accommodates the use of assistive X
technologies.