ESBD_File_319348_TEALearn Course Quality Rubric FINAL for ESBD.pdf

Course Quality Rubric

This rubric defines criteria for building a TEALearn course in accordance with the Course Quality Indicators (CQIs) outlined in the TEA Course

Development Framework (CDF).

The CQIs are divided into categories: Accessibility, TEA Branding and Content Standards, Course Structure and Organization, and Instructional Design.

Checkpoints based on this rubric are indicated throughout the course development process. Refer to this rubric often throughout the course development process and adjust, when possible, in order to improve the score.

Minimum Requirements To be considered for deployment, a course must:

• Receive at least a Informative overall rating (based on the total rubric score)

• Pass both pass/fail CQIs

• Score at least one point for every indicator on the rubric

A course that scores zero for any single indicator on the rubric must be revised and resubmitted for another TEA review before it can be considered for deployment.

Course Type Rating Scale To calculate the total score, complete the Score column on each row of the rubric based on whether the course meets the criteria for Intensive (3 points), Instructive (2 points), or Informative (1 point). Add the total score at the end of each rubric section. Then add the total for both sections together to determine the total score. The total score determines the course type:

Informative = 13–23 total score

Instructive = 24–29 total score

Intensive = 30-39 total score

An Informative course meets the minimum requirements for TEALearn, while courses that score higher are recognized for offering exceptional instructional design, a higher level of interactivity, more personalization, or other features that enhance learning and user experience.

2 TEALearn Course Quality Rubric

Instructional Design

Course Objectives (max score: 3 points)

Score Quality Indicators Intensive (3 points) Instructive (2 points) Informative (1 point) Revise and Resubmit (0)

Course objectives are specific, clearly defined, measurable, and suitable for e-learning and for the target audience.

Goals and objectives are appropriate, specific, measurable, and clearly stated.

Objectives show a clear learning progression with multiple pathways.

Goals and objectives are appropriate, measurable, and well defined at the course and unit level and present a clear learning progression.

Goals and objectives are appropriate, and clearly defined at the course level and show a clear learning progression.

Goals and objectives are not clearly defined or are not suitable.

Practice (max score: 3 points) Score Quality Indicators Intensive (3 points) Instructive (2 points) Informative (1 point) Revise and Resubmit (0)

Practice activities are aligned with learning objectives and reflect the course level of interactivity.

Practice activities align with objectives and include discussions, assignments, or automated assessments as checkpoints.

Also includes collaborative group projects.

Practice activities align with objectives and include fill-in-the-blank or matching practice activities. Review content is included as learner support.

Practice activities align with objectives and include multiple choice assessments as checkpoints.

May also include matching or vocabulary games.

Practice activities are not included or do not align with objectives.

Evidence of Learning (max score: 3 points)

Score Quality Indicators Intensive (3 points) Instructive (2 points) Informative (1 point) Revise and Resubmit (0)

Assessments are aligned with the course objectives and appropriate for the course level of interactivity.

Assessments clearly align with objectives and include the submission of proof of practice. Learners are asked to submit artifacts that demonstrate implementation of a concept. Learners are asked to reflect on the impact of a strategy, resource, or tool.

Assessments clearly align with objectives and include multiple choice, matching, or fill-in-the-blank questions, scenarios, or simulations. Learners make decisions and evaluate complex scenarios. Encourages self-reflection related to impact of concept, tool, or resource.

Assessments are clearly aligned with objectives and require learners to demonstrate content knowledge and apply it to concepts. Assessments are multiple choice or fill in the blank.

Assessments are not aligned with stated objectives.

Feedback (max score: 6 points)

Score Quality Indicators Intensive (3 points) Instructive (2 points) Informative (1 point) Revise and Resubmit (0)

Learners receive personalized feedback on their performance

Learners receive personalized feedback on their performance; may be automated or peer/instructor generated. Multiple opportunities for self-reflection are included.

Learners receive feedback on their performance; may be automated or instructor generated. May include multiple-choice assessment checkpoints throughout the course. Self-reflection is encouraged.

Learners receive feedback on their performance that is automated/instant and allows the learner to reflect and make corrections.

Learners do not receive feedback on their performance.

Learners can provide feedback on their experience engaging with the course content.

A course evaluation form is included at the end of the course. Students have opportunities to provide input on practice activities, instructor-led or peer group interactions, and the effectiveness of learning artifacts.

A course evaluation form is included at the end of the course. Students have an opportunity to provide input on practice activities or summative assessment.

A course evaluation form is included at the end of the course.

A course evaluation form is not provided.

= Instructional Design Score—Reviewed at the end of Phase 1: Planning—Finalized at the end of Phase 2: Development

3 TEALearn Course Quality Rubric

Structure and Organization

Content Organization (max score: 9 points)

Score Quality Indicators Intensive (3 points) Instructive (2 points) Informative (1 point) Revise and Resubmit (0)

The course includes a home page with complete course information, a syllabus, and a welcome module to encourage community connections.

Home page includes course description, grading policies, participation norms, contact information, list of materials or supplemental texts, technology requirements, syllabus, and a welcome module.

Home page includes course description, grading policies, participation norms, contact information, list of materials or supplemental texts, technology requirements, and a syllabus.

Home page provides a brief course description, syllabus, and key course information such as technology requirements, grading policies, and contact information.

Home page does not have a course description. Key course information is missing or is unclear.

The course content is organized into well-structured modules that follow a logical sequence.

Content is organized into activity modules using text headers, indentation, and clear and consistent naming conventions. Each module includes an introduction with objectives, closes with an assessment or reflection activity, and uses built-in prerequisites and completion requirements.

Content is organized into well-structured modules of activities with clear and consistent naming conventions. Each module includes an introduction with objectives and closes with an assessment or reflection activity.

Content is organized into well-structured modules that follow a logical sequence. Modules and activities within modules follow consistent naming conventions.

Course content is not appropriately organized, and naming conventions are not consistent.

The learning progression is clearly defined.

Learning progression is clearly defined and allows for a high degree of personalization.

Supports are built into the course for different learning preferences.

Learning progression is clearly defined with supports built into the course for different learning preferences. Some personalization is offered.

Learning progression is clearly defined with general resources built into the course.

Learning progression is unclear.

Navigation (max score: 6 points)

Score Quality Indicators Intensive (3 points) Instructive (2 points) Informative (1 point) Revise and Resubmit (0)

Course navigation is clear, consistent, and user friendly.

Course navigation is clear and consistent.

Learner can control how they move through the course using multiple pathways (e.g., navigation menu levels or branches).

Includes a guide or avatar to support the learner in navigating the course.

Course navigation is clear, consistent, and supports the course content.

Multiple pathways are available for learners to navigate the course (e.g., multiple navigation menu levels or branches).

Course navigation is clear, consistent, and supports the course content. Pathways are linear/limited and easy to identify.

Navigation is confusing, inconsistent, or does not support the user in effectively navigating content.

Course utilizes Canvas navigation options effectively.

Unused navigation options are hidden.

Users can navigate through the home page or module view. Screencast or tutorial video demonstrates how to navigate the course.

Unused navigation options are hidden.

Users may choose to navigate through the home page or module view.

Navigation instructions are provided.

Unused navigation options are hidden. The course does not offer home and module navigation options but includes navigation instructions.

Unused navigation options are not hidden. Navigation instructions are not provided.

4 TEALearn Course Quality Rubric

Interactivity (max score: 9 points)

Score Quality Indicators Intensive (3 points) Instructive (2 points) Informative (1 point) Revise and Resubmit (0)

Course has multiple learning pathways and opportunities for personalization.

There is some personalization. Learner may choose a pathway based on interest or need (grade, role, learning style, media type).

Multiple learner pathways are available but with limited differentiation options.

There are not multiple learner pathways. All learners progress along the same linear path.

There is no clear pathway.

Content is not well organized.

Course promotes interaction between students and the instructor or within cohort groups.

Course is cohort based. Consists mostly of facilitated synchronous sessions.

Requires students to communicate with the instructor and collaborate with one another.

Sessions are mostly asynchronous with some facilitated synchronous activities.

Requires students to interact with the instructor and encourages student interaction.

Only asynchronous sessions.

Requires interaction with the instructor only.

Course provides no support for interaction.

Interactive elements are sophisticated and engaging.

Course includes opportunities for learners to interact with peers and instructors, or the course relies on artificial intelligence tools.

Course includes some interactive or gamified components and limited or no synchronous engagement.

Course only includes simple interactive components and no synchronous engagement.

Course does not include any interactive components or all content is text based.

= Course Structure and Organization Score—Reviewed and revised at the end of Phase 2: Development

Course Quality Rating (check one) Rating is based on total rubric score. If a course scores 0 on any indicator, it must be revised and resubmitted.

Accessibility and TEA Branding and Content Instructives (pass/fail)

Course must pass both indicators to qualify for deployment. Completed at the end of Phase 2: Development.

Pass/Fail Quality Indicator Pass Fail (Revise and Resubmit)

All course content and any included files or documents is accessible to all learners and written at an appropriate level for the audience.

All course content complies with Chapter 206 and Chapter 213 of the Texas Administrative Code, which align with Section 508 of the federal Rehabilitation Act of 1973 and follow Web Content Accessibility

Guidelines (compliance with WCAG 2.0 or higher currently required).

Some content is not accessible.

Course content adheres to TEA Brand Book, TEA Style Guide, Chicago Manual of Style, and TEA web Instructives.

The TEA logo, fonts, and color palette are used appropriately and correctly, as outlined in the TEA Brand Book. All course content adheres to the TEA Style Guide or Chicago Manual of Style. Web content and applications comply TEA web standsrds as well as state and federal accessibility standards.

Some content does not adhere to the brand standards, web standards, or style guidelines.

= Total Score (Instructional Design + Course Structure and Organization)

Intensive (30–39 total score)

Instructive (24–29 total score)

Informative (13–23 total score)

Revise and Resubmit (scored 0 on any indicator) https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=4&ti=1&pt=10&ch=206 https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=4&ti=1&pt=10&ch=213 http://tea4avcastro.tea.state.tx.us/websites/ http://tea4avcastro.tea.state.tx.us/websites/