LMS Group 4 Rubric

Mandy Burdette, Keith Davis, & Kayla Smith

Category Target (3 points) Acceptabl e (2 points) Unaccepta ble (1 point) LMS 1: LMS 2:

Design -navigation
Ease of navigation throughout the entire site is offered which allows the learner to move from page to page with no difficulties. Navigation is consistent and selfexplanatory. All links/buttons stand out and are clearly marked. The links/buttons work properly and lead to their intended locations. Ease of navigation throughout the entire site is usually offered which allows the learner to move from page to page with minor difficulties. Navigation is mostly consistent and selfexplanatory. Most of the links/buttons stand out and are clearly marked. Most of the links/buttons work properly and lead to their intended locations. Most of the information is structured and organized in a way that promotes meaningful learning. The organization of the website is mostly Ease of navigation throughout the entire site is not offered which creates difficulties for the learner when moving from page to page. Navigation is not consistent or selfexplanatory. All links/buttons do not stand out and are not clearly marked. The links/buttons do not work properly or lead to their intended locations. The information is neither structured nor organized in a way that promotes meaningful learning. The organization of the website is

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The organization information

is structured and organized in a way that promotes meaningful learning. The organization of the website is consistent

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and follows the same layout from one page to the next in order for the learner to know what to expect. The information is easily accessed and displayed using a wide variety of methods that support the needs of diverse learners. The website utilizes exceptional design techniques and arranges the information in sections with headers, readable fonts, and different colors that focus the learners attention, help them locate the information of greatest importance (and use), and allow for quicker access

consistent and follows the same layout from one page to the next in order for the learner to know what to expect. Most of the information is easily accessed and some methods are displayed that support the needs of diverse learners. The website utilizes good design techniques and arranges the information with headers, readable fonts, and different colors that focus the learners attention, help them locate the information of greatest importance (and use), and allow for quicker access most of the time. Course site and content is mostly accessible for all users. Most images have

not consistent and does not follow the same layout from one page to the next in order for the learner to know what to expect. The information is not easily accessed using a variety of methods that support the needs of diverse learners. The website utilizes poor design techniques and is not arranged in sections with headers, readable fonts, and different colors that focus the learners attention, help them locate the information of greatest importance (and use), and allow for quicker access. Course site and content is not accessible for all users. Images do not have

-web accessibility

Course site and content is accessible for all users. All images have alternative

text. Captions are provided when necessary. Color scheme is appropriate. All information displayed using color is also available without color. All documemts can be read without style. Proper HTML is used for screen reader usability, including headers to convey importance and organization.

alternative text. Captions are sometimes provided. Color scheme is appropriate. All information displayed using color is usually available without color. Most documemts can be read without style. Proper HTML is used for screen reader usability, including headers to convey importance and organization.

alternative text. Captions are not provided. Color scheme is inappropriate . Information displayed using color is not available without color. Documemts cannot be read without style. Proper HTML is not used for screen reader usability, including no use of headers to convey importance and organization.

Content -objectives
The learning objectives are consistent with the course objectives. They are clearly conveyed to the learner in an explicit manner. Therefore, the learner is aware of the expectations as well as the resulting outcomes. The The learning objectives are mostly consistent with the course objectives. They are clearly conveyed, but not explicit or in thorough detail. Therefore, the learner is aware of the expectations as well as the resulting outcomes, The learning objectives are not consistent with the course objectives. They are not conveyed to the learner in a clear and explicit manner. Therefore, the learner is not aware and informed of neither the expectations nor the outcomes.

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objectives are measurable, appropriate, and relevant to the individuals enrolled in the course/ participating in the activity.

but both may require some clarification. Most of the objectives are measurable, appropriate, and relevant to the individuals enrolled in the course/ participating in the activity. Almost all of the content is wellorganized and stated with a clear purpose. The information matches the instructional objectives of the course (most of the time). Some of the links are useful and valuable resources as well as provide accurate and reliable information in addition to the content. The website could present the content in a more detailed and thorough manner by delivering the information in multiple ways that

The objectives are not measurable, appropriate, or relevant to the individuals enrolled in the course/ participating activity.

instructional content & resources

The content is wellorganized and demonstrate s a clear purpose. The information matches the instructional objectives of the course. All of the links are valuable and useful resources. They provide accurate and reliable information in addition to the content. The website also presents the content in a thorough manner by delivering the information in multiple ways that supports various learning styles. The

The content is not wellorganized and does not demonstrate a clear purpose. The information does not match the instructional objectives of the course. The links included are not useful resources and do not provide accurate and reliable information in addition to the content. The website neither presents the content in a thorough manner nor delivers the information in different ways that support various learning

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content on the website is factual and up-to-date.

supports various learning styles. Almost all of the content on the website is factual and up-to-date.

styles. The content is not factual or up-to-date.

Interaction collaboratio n
Provides means for asynchronou s and synchronous collaborative work, such as wiki pages, live chat, discussion boards, email interfacing, file sharing, etc. Subgroups are identified within the course, and the subgroups have various collaborative tools to utilize. The course site provides an extensive amount of information and links to outside web resources to facilitate asynchronou s and synchronous communicati on. Provides means for asynchronou s and synchronous collaborative work with less asychronous options. Subgroups are identified within the course, and collaboration tools are provided. However, there are few collaborative options for subgroups to utilize.. The course site provides some information and links to outside web resources to facilitate synchronous and asynchronou s communicati on. Provides limited means for asynchronou s and synchronous collaborative work. Subgroups are not identified within the course. Collaborative tools for the group as a whole are limited. The course site does not provide information or links to outside web resources for asynchronou s and synchronous communicati on.

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-tools

Many asynchronou s and synchronous collaborative tools are available that are easy to navigate and use for instructorstudent and studentstudent interaction. The instructor has scheduled multiple synchronous class meetings via collaborative tools also available to subgroups in the course. Support for the tools used by and provided to learners is always available.

Some asynchronou s and synchronous collaborative tools are available that are fairly easy to navigate and use for instructorstudent and studentstudent interaction. The instructor has scheduled a few synchronous class meetings via collaborative tools limited to instructorstudent use. Support for the tools used by and provided to learners is usually available.

Limited asynchronou s and synchronous collaborative tools are available. The tools provided are difficult to navigate and use for instructorstudent and studentstudent interaction. The instructor has not scheduled synchronous class meetings via collaborative tools. Support for the tools used by and provided to learners is not available.

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Assessmen t -modes
A wide variety of tools are used which offer students multiple options and assess content knowledge. The modes of assessment are considerate Some tools are used which offer students a few options and assess content knowledge. The modes of assessment are somewhat considerate of individual learner No tools are used to offer students options and assess content knowledge. The modes of assessment are not considerate of individual learner differences and do not

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of individual learner differences and match the objectives of the assignments/ course.

differences and match most of the objectives of the assignments/ course.

match the objectives of the assignments/ course.

-feedback

Feedback is regularly offered throughout the assessment process by peers and the instructor. Opportunities and designated locations for feedback are available. Feedback is based on the requirements of the assignments/ course.

Feedback is sometimes offered throughout the assessment process by peers and the instructor. Opportunities and designated locations for feedback are available most of the time. Feedback is mostly based on the requirements of the assignments/ course.

Feedback is not offered throughout the assessment process by peers and the instructor. Opportunities and designated locations for feedback are rarely or never available. Feedback is not based on the requirements of the assignments/ course.

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RubiStar Quality Matters Program

LMS Evaluations Group 4: Mandy Burdette, Keith Davis, Kayla Smith Evaluation 1 Site: Course: Total Score: Summary: Design AverageContent AverageInteraction AverageAssessment AverageEvaluation 2 Site: Course: Total Score: Summary: Design AverageContent AverageInteraction AverageAssessment Average-