Center for Instructional Design
Contact: cid@cmich.edu

Quality Assurance Checklist

 

Please review and evaluate your course with the following scale:

 

"*" indicates optional

Course Number: Course Title:
Developer: Developer's Email:
Blackboard Course ID:

 

Type of Development:   New Development Revision

 

I. Course Structure

 

  0
No
Evidence		 1

Poor		 2

Good		 3

Exemplary
1. The course follows guidelines and format of the Master Course Syllabus and its Addendum.
2. The course is presented to students in manageable segments.
3. The course is organized by weeks/modules/units/chapters in a logical progression.
4. The course is easy to navigate and user-friendly.
5. The course is as rigorous as a face-to-face course.
6. The course is developed as a Master course. 

 

II. Course Syllabus

 

  0
No
Evidence		 1

Poor		 2

Good		 3

Exemplary
1. Instructor’s contact information is presented.
2. Course description and objectives are presented.
3. Textbook information and/or other required materials are identified.
4. Course outline is written by week/module/unit/chapter/ with topics and due dates.
5. Expectations of students’ responsibilities and participations are clearly emphasized.
6. Expected turn-around time in responding to students’ emails, e.g. within 24 hours or between 24 – 48 hours, is stated.
7. Expected time for students to receive feedback on assignments, discussion postings, papers, exams, etc., e.g. in 3-5 days or in a week, is stated.
8. Deadlines on assignments, projects, exams, etc. are included.
9. Instructions and expectations for assignments, projects, activities, quizzes, and exams are clearly communicated.
10. Detailed course policies and procedures e.g. submitting assignments, taking proctored/online exams are presented.
11. Guidelines for participating in discussion forums and chat sessions are specified.
12. Methods to communicate with students about updates and their progress in the course are stated (Announcement, E-mail, Gradebook feedback, etc.)
13. Evaluation criteria, grading policy, and scale are presented.
14. The Gradebook is explained to students as a place to view feedback and grades.
15. Direct students to “Course Info.” for assistance and resources.
16. A clear statement about academic honesty is included.

 

III. Course Content and Usability

 

  0
No
Evidence		 1

Poor		 2

Good		 3

Exemplary
1. Course introduction with clear directions for getting started and navigating the course is provided.
2. FAQ on the course policies, procedures, deadlines, structure, content, assignments, projects, exams, etc. is provided.
3. Course materials are organized logically in a folder structure by week/module/unit.
4. Each folder contains clear descriptions of its content.
5. Title of each content item is clear and unambiguous.
6. Text color, font size, and type are used to enhance usability and readability.
7. Graphics and images are relevant to the course content.
8. Introduction/overview of the module/unit/chapter is presented.
9. Lecture/content items are chunked to readable learning units and/or audio/video clips.
10. The course materials are presented to students with different learning styles (PowerPoint narration, audio, video, simulations, and other media if needed).
11. Lecture notes/materials are recorded with MediaSite (required for Online MBA faculty).*
12. Tutorials are provided to help students learn necessary skills if needed.
13. External resources are available as part of the course content.
14. Links are given to download free plug-ins/software/players if needed.
15. Course materials are accessible in different audio and video formats.
16. Text version is provided as alternative for audio and video files.
17. Appropriate copyright permission is obtained for articles, images, audio and video clips, and other media used in the course.

 

IV. Learning Community

 

  0
No
Evidence		 1

Poor		 2

Good		 3

Exemplary
1. Interactions (faculty to students, students to faculty, and students to students) are facilitated in a number of ways in the course.
2. An announcement welcomes and directs students to the course introduction and syllabus.
3. Announcements will be posted frequently/weekly to inform students of reminders and updates.
4. Students are given an opportunity to interact with other students and the instructor through required participation in threaded discussion forums and/or chat sessions.
5. Students are given an opportunity to work in small groups through team activities to develop the online learning community.
6. Students are given an opportunity to interact with guest speakers (professionals in the field, community leaders, practitioners, etc.)
7. Students are given an opportunity to learn from each other by peer reviews, critiques, collaborative research, etc.

 

V. Assessment

 

  0
No
Evidence		 1

Poor		 2

Good		 3

Exemplary
1. Assignments allow students to interact with content in different formats (text-based, discussion-based, technology-based, etc.).
2. Variety of assessment types/methods are used in the course.
3. Types of assessments selected are consistent with course objectives and learning outcomes.
4. The number, length, and depth of assessments are adequate to the course objectives and learning outcomes.
5. Rubrics and/or different evaluation instruments are presented to measure the quality and quantity of assignments, discussion postings, projects, exams, etc.
6. Threaded discussions are a required and graded component of the week/module/unit.
7. Case studies, problem-solving scenarios, real-world applications are an integral part of the assessment for the course.
8. Pre-test and post-test assessments are provided (required for MBA Online faculty).*
9. Opportunities for self-assessments, e.g. practice quizzes, are provided when using standardized assessments.
10. Random block and secured setting are used for standardized/objective quizzes/tests/exams.

 

VI. Additional Comments