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CSU, Chico | Rubric for Online Instruction | The Rubric
The Rubric
Download a .pdf version of the Rubric for Online Instruction (ROI)
The six domains of the Rubric for Online Instruction are listed below. Click a domain to see the criteria associated with each of three rankings (Basic, Effective and Exemplary).
Learner Support and Resources contains three criteria in which a course can be deemed exemplary. These three criteria are shown below in the three rankings of baseline, effective, and exemplary.
Online Learning and Campus Resources
| Baseline |
Effective |
Exemplary |
| Course contains limited information for online learner support and links to campus resources. |
Course contains some information for online learner support and links to campus resources. |
Course contains extensive information about being an online learner and links to campus resources. |
Course-specific Resources
| Baseline |
Effective |
Exemplary |
| Course provides limited course-specific resources, limited contact information for instructor, department and/or program. |
Course provides some course-specific resources, some contact information for instructor, department and program. |
Course provides a variety of course-specific resources, contact information for instructor, department and program. |
Course Content Resources
| Baseline |
Effective |
Exemplary |
| Course offers access to a limited number of resources supporting course content. |
Course offers access to some resources supporting course content. |
Course offers access to a wide range of resources supporting course content. |
Online Organization and Design contains five criteria in which a course can be deemed exemplary. These five criteria are shown below in the three rankings of baseline, effective, and exemplary.
Organization
| Baseline |
Effective |
Exemplary |
| Much of the course is under construction, with some key components identified such as the syllabus. |
Course is organized and navigable. Students can understand the key components and structure of the course. |
Course is well-organized and easy to navigate. Students can clearly understand all components and structure of the course. |
Syllabus Defines Online Environment
| Baseline |
Effective |
Exemplary |
| Course syllabus is unclear about what is expected of students. |
Course syllabus identifies and delineates the role the online environment will play in the course. |
Course syllabus identifies and clearly delineates the role the online environment will play in the total course. |
Aesthetic Design
| Baseline |
Effective |
Exemplary |
| Aesthetic design does not present and communicate course information clearly. |
Aesthetic design presents and communicates course information clearly. |
Aesthetic design presents and communicates course information clearly throughout the course. |
Design Consistency and Functionality
| Baseline |
Effective |
Exemplary |
| Web pages are inconsistent both visually and functionally. |
Most web pages are visually and functionally consistent. |
All web pages are visually and functionally consistent throughout the course. |
Accessibility
| Baseline |
Effective |
Exemplary |
| Accessibility issues are not addressed. |
Accessibility issues are briefly addressed. |
Accessibility issues are addressed throughout the course |
Instructional Design and Delivery contains five criteria in which a course can be deemed exemplary. These five criteria are shown below in the three rankings of baseline, effective, and exemplary.
Interaction and Communication
| Baseline |
Effective |
Exemplary |
| Course offers limited opportunity for interaction and communication student-to-student, student-to-instructor and student-to-content. |
Course offers some opportunities for interaction and communication student-to-student, student-to-instructor and student-to-content. |
Course offers ample opportunities for interaction and communication student-to-student, student-to-instructor and student-to-content. |
Course Goals
| Baseline |
Effective |
Exemplary |
| Course goals are not clearly defined and do not align to learning objectives. |
Course goals are defined but may not align to learning objectives. |
Course goals are clearly defined and aligned to learning objectives. |
Learning Objectives
| Baseline |
Effective |
Exemplary |
| Learning objectives are vague or incomplete and learning activities are absent or unclear. |
Learning objectives are identified and learning activities are implied. |
Learning objectives are identified and learning activities are clearly integrated. |
Multi-modal Activities
| Baseline |
Effective |
Exemplary |
| Course provides few visual, textual, kinesthetic and/or auditory activities to enhance student learning. |
Course provides some visual, textual, kinesthetic and/or auditory activities to enhance student learning. |
Course provides multiple visual, textual, kinesthetic and/or auditory activities to enhance student learning. |
Critical Thinking and Problem Solving Activities
| Baseline |
Effective |
Exemplary |
| Course provides limited or no activities to help students develop critical thinking and/or problem solving. |
Course provides some activities to help students develop critical thinking and/skills or problem-solving skills. |
Course provides multiple activities that help students develop critical thinking and problem-solving skills. |
Assessment and Evaluation of Student Learning contains five criteria in which a course can be deemed exemplary. These five criteria are shown below in the three rankings of baseline, effective, and exemplary.
Student Readiness
| Baseline |
Effective |
Exemplary |
| Course has limited activities to assess student readiness for course content and mode of delivery. |
Course has some activities to assess student readiness for course content and mode of delivery. |
Course has multiple timely and appropriate activities to assess student readiness for course content and mode of delivery. |
Learning Objectives and Assessment Alignment
| Baseline |
Effective |
Exemplary |
| Learning objectives, instructional and assessment activities are not closely aligned. |
Learning objectives, instructional and assessment activities are somewhat aligned. |
Learning objectives, instructional and assessment activities are closely aligned. |
Assessment Strategies
| Baseline |
Effective |
Exemplary |
| Assessment strategies are used to measure content knowledge, attitudes and skills. |
Ongoing strategies are used to measure content knowledge, attitudes and skills. |
Ongoing multiple assessment strategies are used to measure content knowledge, attitudes and skills. |
Student Performance Feedback
| Baseline |
Effective |
Exemplary |
| Opportunities for students to receive feedback about their own performance are infrequent and sporadic. |
Opportunities for students to receive feedback about their own performance are provided. |
Regular feedback about student performance is provided in a timely manner throughout the course. |
Self-assessment and Peer Feedback
| Baseline |
Effective |
Exemplary |
| Students' self-assessments and/or peer feedback opportunities are limited or do not exist. |
Students' self-assessments and/or peer feedback opportunities exist. |
Students' self-assessments and peer feedback opportunities exist throughout the course. |
Innovative Teaching with Technology contains four criteria in which a course can be deemed exemplary. These four criteria are shown below in the three rankings of baseline, effective, and exemplary.
Communication Tool Use
| Baseline |
Effective |
Exemplary |
| Course uses limited technology tools to facilitate communication and learning. |
Course uses some technology tools to facilitate communication and learning. |
Course uses a variety of technology tools to appropriately facilitate communication and learning. |
Innovative Teaching Methods
| Baseline |
Effective |
Exemplary |
| New teaching methods are applied to enhance student learning. |
New teaching methods are applied to innovatively enhance student learning. |
New teaching methods are applied and innovatively enhance student learning, and interactively engage students. |
Multimedia Use
| Baseline |
Effective |
Exemplary |
| Multimedia elements and/or learning objects are limited or non-existent. |
Multimedia elements and/or learning objects are used and are relevant to student learning. |
A variety of multimedia elements and/or learning objects are used and are relevant to student learning throughout the course. |
Internet Resources
| Baseline |
Effective |
Exemplary |
| Course uses Internet access and engages students in the learning process. |
Course optimizes Internet access and effectively engages students in the learning process. |
Course optimizes Internet access and effectively engages students in the learning process in a variety of ways throughout the course. |
Faculty Use of Student Feedback contains three criteria in which a course can be deemed exemplary. These three criteria are shown below in the three rankings of baseline, effective, and exemplary.
Student Course Content Feedback
| Baseline |
Effective |
Exemplary |
| Instructor offers limited opportunity for students to give feedback to faculty on course content. |
Instructor offers some opportunities for students to give feedback on course content. |
Instructor offers multiple opportunities for students to give feedback on course content. |
Student Online Technology Feedback
| Baseline |
Effective |
Exemplary |
| Instructor offers limited opportunity for students to give feedback on ease of online technology in course. |
Instructor offers some opportunities for students to give feedback on ease of online technology in course. |
Instructor offers multiple opportunities for students to give feedback on ease of online technology in course. |
Feedback Application
| Baseline |
Effective |
Exemplary |
| Instructor uses student feedback at the end of the semester to help plan instruction and assessment of student learning for the next semester. |
Instructor requests and uses student feedback a couple times during the semester to help plan instruction and assessment of student learning for the rest of the semester. |
Instructor uses formal and informal student feedback in an ongoing basis to help plan instruction and assessment of student learning throughout the semester. |
