Mallory Buzun-Miller

IT 7130
Assignment #2: Online Facilitation Evaluation

Online Facilitation Evaluation

Exemplary Blackboard Rubric Scoring Sheet
Online Facilitation Evaluation Scoring Guide
Exemplary
4

Accomplishe
d
3

Promising
2

Incomplete
2

Not
Applicable
-NA-

Course Design

Goals &
Objective

Exemplar
y
4

Goals and objectives are

easily located within the
course
Goals and objectives are
clearly written at the
appropriate level and
reflect desired outcomes

Goals and objectives

are made available in a
variety of areas in the
course (within the
syllabus and each
individual learning unit)
Goals and objectives
are written in
measureable outcomes
(students know what
they are expected to be
able to do)

Goals and objectives for the course are listed as a whole for review. Also, each module
included its own set of objectives and goals for that content set and with the information
covered in that module. Weekly modules are designed in the same predictable fashion, the
week starts with an overview which tell students what to expect during the week and clearly
defines the weeks objectives and a comprehensive assignments list which details the task
students must complete in order to consider themselves successful for the week.

Content
Presentation

Exemplar
y
4

Content is made
available or chunked in
manageable segments
(i.e., presented in distinct
learning units or modules)
Navigation is intuitive
Content flows in a
logical progression

Content is enhanced
with visual and auditory
elements; supplementary
resources are made
available and are wellintegrated with other
course materials
(integrated publisher
resources, e-textbooks,
course manuals, etc.)
Content is presented
using a variety of
appropriate mechanisms
(content modules, single
pages, links to external
resources)

Content is located in chunked module by week. Each week is organized the same

and includes a detail list of objectives, tasks, resources, and due dates. Navigation
is instinctive and is easy to move from one location to the next and back.
Everything is well organized and clearly labeled. Content is presented in many
different forms visual, readings, videos, responses and critical thinking activities
Higher order thinking
(e.g., analysis,
problem solving, or
It is clear how the
critical reflection) is
instructional strategies
expected of learners
will enable students to
and explained with
reach course goals and
Exemplar
examples
or models
objectives
Learner
Individualized
y
Engagement
Course design includes
instruction, remedial
4
guidance for learners to
activities, or resources
work with content in
for advanced learning
meaningful ways
activities, such as
integrated publisher
resources, are
provided
Sections are set up for student success. The objectives are clearly stated. Weekly modules
are easy to follow with clear objectives and comprehensive weekly task which are listed in
individual folders each containing instructional materials. The layout of the course has a
highly predictable course navigation feel and includes extensive support resources and
assignments for the course is designed from the students a point of view with all materials
easy to find for any technical skill level.

Technology
Use

Exemplar
y
4

Tools available within

the LMS are used to
facilitate learning by
engaging students with
course content
Technologies are used
creatively in ways that
transcend traditional,
teacher-centered
instruction

LMS tools are used to

reduce the labor-intensity
of learning (e.g.,
providing links to needed
resources, integrating
publisher resources that
are tailored to the course
materials, and providing
streamlined access to
supplementary materials)
A wide variety of
delivery media are
incorporated into the
course

Narrated Videos, clearly labeled articles, journals and assignment links for course
tools and information. Each module is connected directly to needed resources, tools
and technology to be successful for the learning requirement for that module.

Interaction & Collaboration

Communicatio
n

Accomplis
hed

Several
communication
activities are

Asynchronous communications
sometimes require reflection or
other higher order thinking

Strategies
Development
of
Learning
Community

Interaction
Logistics

Accomplis
hed
3

Promising
2

included to
reinforce the
desired
learning
outcomes

Synchronous interactions are

meaningful but may not take full
advantage of the real-time presence
of instructor and/or peers

Communication activities
are designed to help build
a sense of community
among learners

The instructor appears

to be largely absent from
communication activities
Few announcements,
reminders, or other
updates are provided
Instructor expectations
of student interactions are
not made clear

Student-to-student
interactions are required
as part of the course
Students are
encouraged to initiate
communication with the
instructor
Little information is
provided regarding what
constitutes a good
response or posting
Students are not given
a clear set of criteria for
how communications
activities will be graded

Assessment

Expectations

Exemplar
y
4

Assessments match the

goals & objectives
Learners are directed to
the appropriate
objective(s) for each
assessment

Rubrics or descriptive
criteria for desired
outcomes are provided
(models of good work
may be shown, for
example)
Instructions are written
clearly and with sufficient
detail to ensure
understanding

Assessment
Design

Not
Applicabl
e
-NA-

Although the set-up and location of

assignments was discussed, the only other
assignment discussed was the final. There
was not enough individual assignments
given to evaluate on the effectiveness of
Assessment Design.

SelfAssessment

Exemplar
y
4

Many opportunities for

self-assessment are
provided

Self-assessments
provide constructive,
meaningful feedback

Students are able to submit work early for review and helpful suggestions. They are
able to make corrections and changes and resubmit on or before the original due
date.

Learner Support
Orientation to
Course & LMS

Exemplar
y
4

Clearly labeled
tutorial materials
that explain how
to navigate the
LMS and the
specific course
are included

Tutorials are
found easily
(few clicks)
whether
internal or
external to the
course, with
easy return to
other areas of
the course

Tutorial
materials
support multiple
learning
modalities:
audio, visual,
and text based

First week orientation where students learn how to use Blackboard and all of the
features needed to be successful in the course, such as, test taking interface,
submission tool, and discussion board. There are videos, tutorials, documents, etc.
for ease of understanding and use.

Supportive
Software (Plugins)

Instructor
Role &
Information

Course/Institu
tional Policies
& Support

Not
Applicabl
e
-NAAccomplis
hed
3

Exemplar
y
4

Not Discussed

Contact information for the instructor is included

Links to institutional
policies, materials, and
forms relevant for learner
success (for example,
plagiarism policies) are
clearly labeled and easy
to find
Links to institutional
services such as the
library, or writing center,
are clearly labeled and
easy to find

Links allow easy

navigation from the
course to the information
and back;
course/instructor policies
regarding decorum,
behavior, and netiquette
are easy to find and
written clearly to avoid
confusion

This college has state-of-the-art online academic advising, tutoring, and library services.
Also, the course includes detailed examples show what a good assignments looks like and
what a completed correct assignment should look like. This allows students to be confident
in their work and should never have to wonder whether or not their assignment is ready to
be submitted.

Technical
Accessibility

Exemplar
y

Video files are streamed

in some cases
Graphics are not be

If specific software is
required to which some
learners may not have
access, alternative file

optimized for web delivery

but display without
extensive scrolling

Accommodati
ons for
Disabilities

Exemplar
y
4

Course materials use

standard formats to
ensure accessibility
Supportive mechanisms
allow learners with
disabilities to participate
fully in the online
community
The design and delivery
of content integrate
alternative resources
(transcripts, for example)
or enable assistive
processes (voice
recognition, for example)
for those needing
accommodation

types are sometimes

provided
Large files are not
identified as such;
alternative (smaller) files
are not provided
Links to institutional
policies, contacts, and
procedures for supporting
learners with disabilities
are included and easy to
find
Design factors such as
color, text size
manipulations, audio and
video controls, and alt
tags reflect universal
accessibility
considerations

Effort is made throughout the course to ensure student success. The course is
designed to easily accommodate students with hearing and visual disabilities. The
site has been tested for visual use and clarity for visually impaired students in order
for them to easily understand, use, and see the course site. For hearing-impaired
students the site provides captions, transcripts and the option to me online with an
ASL interpreter.

Feedback

Not
Applicable
-NA-

Not Discussed

Online Facilitation Evaluation Totals

Exemplary
4
40

Accomplish
Promising
Incomplete
ed
2
2
3
Individual Category Totals:
9
2
0
Overall Category Total : 51

Not
Applicable
-NA3