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Elearning Evaluation Rubric 
Elearning Evaluation Rubric
This rubric is designed to evaluate online courses led by instructors in higher education, either at the undergraduate or the graduate level. It is designed to review a course's instructional design, presentation design and interaction design.
Rubric Code: A5A5W3
By cooljea
Draft
Public Rubric
Subject: (General)  
Type: Project  
Grade Levels: Undergraduate, Graduate

Powered by iRubric Elearning Evaluation Rubric
  Poor

1 pts

Fair

2 pts

Good

3 pts

Instructional Design
This section will help you determine the effectiveness of the instructional design.
Instructional Design

Description of learning objectives
Poor

Learning objectives are vague or incomplete; syllabus is not included in course content
Fair

Learning objectives are implied; syllabus may be included in course content
Good

Learning objectives are clearly defined; syllabus is included in course content
Instructional Design

Definition of goals
Poor

Goals of the course are not defined and do not align with learning objectives
Fair

Goals are minimally defined and may not align with learning objectives
Good

Goals are clearly defined and aligned with learning objectives
Instructional Design

Use of links and other course-specific resources to help the student
Poor

Very limited information to help the student further develop their knowledge gained from the course; few, if any links, are incorporated in the course content
Fair

Average amount of information is given to students to help them further develop their knowledge gained from the course; an average number of links is also included to help the student
Good

A large amount of information, as well as links, is provided to the student to enhance the knowledge they gain from the course
Instructional Design

Development of critical thinking/problem-solving skills
Poor

Course provides limited if any activities to promote critical thinking/problem-solving activities among students
Fair

Course provides few activities to promote critical thinking/problem-solving activities among students
Good

Course provides many activities to promote critical thinking/problem-solving activities among students
Presentation Design
This section will help you determine the effectiveness of the presentation design.
Presentation Design

Organization of the course
Poor

Course has not yet been fully designed; a number of areas take the student to dead links
Fair

Course is organized and all the links work; navigation of the site is simple
Good

Course is well organized; navigation is extremely easy to use
Presentation Design

Web page design
Poor

Web pages do not have any consistency visually or functionally
Fair

Some web pages have consistency visually and/or functionally; not all do
Good

All web pages are visually and functionally consistent
Presentation Design

Incorporation of multiple mediums
Poor

Students are kept on the current course for all learning; no other mediums are used during the course
Fair

A few other mediums, such as links and videos, are incorporated in the course periodically
Good

Many mediums are incorporated throughout all the lessons of the course to enhance the students' learning experiences
Interaction Design
This section will help you determine the effectiveness of the interaction design.
Interaction Design

Communication between students as well as with the instructor is included in the course content
Poor

Course allows for limited communication among students as well as with the instructor
Fair

Course allows for adequate communication among students as well as with the instructor
Good

Course allows for a large amount of communication among students as well as with the instructor
Interaction Design

Communication methods
Poor

Course includes a limited amount of methods to communicate, such as email only
Fair

Course includes an average amount of methods to communicate, such as email and bulletin boards
Good

Course includes a large amount of methods to communicate, such as email, bulletin boards, chat capabilities, etc.
Interaction Design

Social rapport-building activities created by the instructor
Poor

Instructor does not include activities throughout the course to encourage interaction among students
Fair

Instructor includes limited activities throughout the course to encourage interaction among students such as asking for introduction posts and group projects
Good

Instructor includes multiple activities throughout the course to encourage interaction among students such as certain amounts of reply posts, certain amounts of feedback on assignments, etc.



Keywords:
  • online instruction, instructor, higher education

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