eLearning Quality Assessment Rubric for Content Aspects for ...

eLearningQuality Assessment Rubric for ContentThe following four aspects of each NetTel@Africa course will be assessed by a panel of ICT andTelecommunications policy and regulation experts:1. Scope of topics covered2. Appropriateness of depth and academic rigor3. Inclusion of interdisciplinary design4. Adherence to academic integritySpecific topics within each area will be evaluated using a four-point scale:1. Lacking – A given aspect is not positively addressed. Development is needed.2. Baseline – The quality of a given aspect is positive but does not meet expectations,considerable improvement is needed.3. Effective – The quality of a given aspect meets expectations, however someimprovement is needed.4. Exemplary – The quality of a given aspect exceeds expectations.I. ScopeAspects for Quality AssessmentCourseObjectivesCoverage ofKey TopicsRelevancePresentationof ContentLacking Baseline Effective ExemplaryMissingDescription of Course Description of Course Description of CourseObjectives provides Objectives provides Objectives provides alllimited information some information necessary informationabout the course’s about the course’s about the course’sscope.scope.scope.MissingMissingMissingThe scope of topicsincluded in course islimited and needsexpansion.The relevance of thescope of topicscovered by this courseis unclear.The presentation ofcontent is unclearand/or confusing.The scope of topicsincluded in this courseis adequate.The relevance of thescope of topicscovered is adequate.The presentation ofcontent is clear andconducive to studentlearning.The scope of topicspresented by thiscourse is consistentwith an internationalstandard for this typeof course.The relevance of thescope of topics is clearand consistent withleading texts for thefield of study (e.g.Intven’s Book)The presentation ofcontent is excellentand is appropriate foran internationalstudent audience.Quality Assessment Rubric Page 1 of 4

II. Depth and RigorDepth ofeLecturesAppropriatenessof DepthRigor ofLearningActivitiesAssessmentsLacking Baseline Effective ExemplaryMissingeLectures provide eLectures provide eLectures provide thelimited depth on some adequate depth for all necessary depth oftopics and needs to course topics.content for all coursebe expanded.topics and enablesstudents theopportunity to explorein more depth topicsof relevance andMissingMissingMissingThe depth of contentprovided is not entirelyappropriate for courseobjectivesLearning assignmentsare not adequatelyrigorous to providestudents with propermotivation andresponsibility toenable active learning.Assessments do notpositively contribute toactive learning andthe formation ofknowledge.The depth of contentprovided isappropriate for courseobjectives.The rigor of learningassignments isadequate for thiscourse’s objectivesand level.Assessments are partof learning activities;however they are notoptimized for activelearning.interest.The depth of contentprovided isappropriatelydesigned for courseobjectives and showssensitivity to studentneeds and conditionsof learningenvironment.Learning activitiesengage students inactive learningthrough relevant andmeaningful challengesthat emphasizedeepening knowledgeof topics.Assessments areincorporated inlearning activities andprovide student andeducators on-goingfeedback that enablesoptimized activelearningenvironments.Quality Assessment Rubric Page 2 of 4

III. Interdisciplinary DesignConnectionwith otherDisciplinesInterdisciplinaryLearningActivitiesInterdisciplinaryLearningAssessmentsLacking Baseline Effective ExemplaryMissingContent does not Content highlights Interdisciplinary connectionscapitalize on the all appropriate are incorporated in theinterfaces with other interdisciplinary content design anddisciplines that connections;encourage students to drawstudents explore in however these are connections with knowledgetraining program. not well used for areas of other trainingMissingMissingLearning activitiesdo not emphasizethe use of skill setsfrom other trainingprogram disciplines.Learningassessments areadequate forcontent; howeverthey do not measurethe successfulapplication ofinterdisciplinaryskills.student learning.Learning activitiesencourage studentsto draw onknowledge areasand skill sets thatcontribute toprogram objectives.Learningassessmentsmeasure theapplication of someinterdisciplinaryskillsprogram courses.Learning activities inspirestudents to use lifeexperiences, skills andknowledge acquired fromother courses, and specialtalents to successfullyaccomplish tasks.Learning assessmentsmeasure the knowledge ofand ability to use coursecontent in practical andproductive interdisciplinaryapplications.Quality Assessment Rubric Page 3 of 4

IV. Academic IntegrityProperPermissionsfor usingIntellectualResourcesQuality ofCitationsQuality ofReferencesLacking Baseline Effective ExemplaryMissingNot all intellectual All intellectualAll intellectualresources integral to resources integral to resources demonstratecourse designcourse designunquestionabledemonstrate proper demonstrate proper permission to use.permissions for use. permissions to use,but not all resourcesreferred to asMissingMissingCitations missing forsome importantstatistics and notablefacts.List of references isnot consistentlyformatted or completeadditional.Citations provided forall important statisticsand notable facts.List of references iseither comprehensiveor consistentlyformatted, but notboth.Citations provided for allimportant statistics andnotable facts and allcitations are correctlyand consistentlyformatted.List of references iscomprehensive andconsistently formattedand provides anexample of qualityscholarship.Quality Assessment Rubric Page 4 of 4