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Leila Liberman OMDE 610 SECTION 9040 February 2012 Assignment #2 Rubrics

Rubrics

A rubric is a scoring tool for grading subjective assignments. A rubric also outlines how a course meets the learning objectives (Reddy, 2011). Rubrics specify the standards for each course component to define for the student what to accomplish in order to earn a certain number of points to achieve a specific grade. The purpose of this essay is to evaluate how effectively OMDE 603 meets the standards as outlined in the Quality Matters (QM) rubric. OMDE 603 rated the highest on the QM rubric for two areas Line item 4.6 states, The distinction between required and optional material is clearly explained (Quality Matters, 2011). The course schedule for OMDE 603 clearly stated which readings were required and which were optional. Line item 8.1 states, The course employs accessible technologies and provides guidance on how to obtain accommodation (Quality Matters, 2011). OMDE 603 is a technologies course that has the learner explores different forms of web applications. The instructors were always available for assistance with any of the technologies, especially when a new log in was required. OMDE 603 rated the lowest on the QM rubric for two areas:

Leila Liberman OMDE 610 SECTION 9040 February 2012 Assignment #2 Rubrics

Line item 1.1 states, Instructions make clear how to get started and where to find various components (Quality Matters, 2011). There was a problem with an old schedule posted in the course schedule section. The instructors rectified the situation within 24 hours of being made aware of the issue and posted a note to all the class participants. This author feels very strongly about closely reviewing all materials prior to the course going live to the learner. These mistakes can happen when the course is rolled over to the next semester without close scrutiny by the instructor. Line item 1.8 states, Students are asked to introduce themselves to the class (Quality Matters, 2011). WebTycho has a biography section associated with each students name.

It should be required that it be updated at the beginning of each course with a date attached. Quality Matters Criteria not covered The experience in the OMDE 603 course that should be considered but is not covered by the QM Rubric is grading the use of outside technology and its involvement within the course. The students of OMDE 603 were required to attend a Wimba session. The session that this author attended had technology flaws. The flaws might have been within the system itself or within the instructors system. This made the session frustrating and did not provide an encouraging experience for the learner. Influential Factors

Leila Liberman OMDE 610 SECTION 9040 February 2012 Assignment #2 Rubrics

The most influential factor in the online course design for OMDE 603 which helped to support this students actual learning outcomes and satisfaction are Assessment and Measurement found as the third component of the QM rubric. Assessment and Measurement QM has 5 line items in this component of the rubric. Simplified, they are: o assessment types are properly chosen o grading policy clearly stated o students work and participation associated with grading policy o tools for grading are appropriate for the assignment o student able to measure own progress OMDE 603 was successful in meeting all the above components. There were three assignments, each of which was delineated regarding the requirements for specific grades. The grading policy for the course was stated in the syllabus with the percentage of the grade attached to each assignment. Student participation requirements were listed in the grade chart along with the assignments. Students could measure their own progress based on the feedback from the instructors and the grades they received on the assigned assignments. QM attaches 13 points for this component of the rubric and OMDE603 scores a 13 for this learner because it met all the requirements to attain the learning objectives. Authors Experience
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Leila Liberman OMDE 610 SECTION 9040 February 2012 Assignment #2 Rubrics

The authors own experience of online course design from the student perspective confirms what our class readings say makes a good online course. Kirschner, Strijbos and Kreijns (2004) state six guidelines to follow to assure that the use technology does not come before the actual learner of the course. The Community of Inquiry model has three levels of presence; cognitive, social and teaching (Anderson, 2008). OMDE603 successfully incorporated all three presences in the course. o Cognitive: The use of blogs and blog buddies developed critical thinking. o Social: The threads and dictionary formation was interactive and a positive group activity. o Teaching: The subject matter related to technologies in the 2.0 web world. The instructors in OMDE603 were actively involved with the learners by providing feedback within the threads and when returning assignments. Conclusion Quality Matters is an excellent rubric to compare an online course design and implementation too. By Madame Author comparing QM to the online course OMDE 603, many standards were rated close to, or at full value. OMDE 603 outlines exactly what is needed for the assessment and measurement component of the QM rubric. For this reason, this author would highly recommend another learner enroll in this course. Madame Author was successful in meeting the learning objective of OMDE603 because the course maintained high standards to match the Quality Matters Rubric.
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Leila Liberman OMDE 610 SECTION 9040 February 2012 Assignment #2 Rubrics

References Anderson, T. (2008). Toward a theory of online learning In T. Anderson (Ed.), The Theory and practice of online learning (2nd Ed.) pp. 45-74. Athabasca, CA: Athabasca University Press.

Quality Matters Program (2011). Retrieved form http:/www.qmprogram.org

Kirschner, P., Strijbos, J-W., and Kreijns, S. (2004). Designing in learning. In W. Jochems, J. Van Merrienboer, and R. Koper. E-learning: Implications for pedagogy, technology and organization. York: RoutledgeFalmer.

Reddy, M, (2010). Design and development of rubrics to improve assessment outcomes: A pilot study in a Master's level business program in India. Quality Assurance in Education, 19, 84-104. doi: 10.1108/09684881111107771

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