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

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

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

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

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

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

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.