The Course Evaluation Rubric was developed by the Curriculum & Instruction Center team to provide a consistent way of evaluating course design at Concordia. The rubric is based on University standards and instructional design best practices.
Questions regarding the rubric or requests for assistance in using the rubric can be sent to cic@csp.edu.
| 0 | 1 | 2 | 3 | |
|---|---|---|---|---|
|
Consistency and use of primary courses Does the course provide a consistent experience across sections, within a specific program, and across the University? Does the course utilize the primary course model? |
No primary course in place; each course section is unique. Or primary course exists but is not actively utilized. | No primary course in place, but there is broad consistency across course sections. | There is a primary course, and individual sections are copied from the primary course, but each section is heavily modified. | The primary course is well-developed and regularly updated. Each section is copied from the primary course with minimal modifications by the instructor. |
|
Engaged Time Requirement Student instruction and out-of-class work will typically not be less than 45 hours per credit hour per course. |
Coursework does not meet or exceeds the required engagement time | Coursework meets and does not exceed the required engagement time |
| 0 | 1 | 2 | 3 | |
|---|---|---|---|---|
|
Syllabus Does the course contain a primary syllabus with all CSP-required information? |
A syllabus has not been uploaded to the LMS course There are significant differences between the contents of the syllabus and the LMS course |
There is a syllabus, but it is not based on the University template and/or does not contain the required information The contents of the syllabus and the LMS course do not match. |
The syllabus is based on the University's template but is heavily modified with items that should be in the course instead of the syllabus. The syllabus and the course contents generally match. |
There is a "primary" version of the course syllabus, based on the current University template. The primary syllabus requires minimal modification for each section. The syllabus, course, and relevant catalog information match. |
|
Course Outcomes |
None stated | Stated but not written in clear language and are not measurable |
Stated but not written in clear language or are not measurable Outcomes are included in the course syllabus. |
Stated and written in clear language and are measurable Outcomes are included in the course syllabus and within the learning management system |
|
Assessment Outcomes PSLO, CORE, GRAD assessment outcomes |
Do not exist in the primary course | Included within the primary course or not applicable | ||
| Grading Rubrics | Grading rubrics do exist | Grading rubrics exist, but are not clear or consistent in verbiage | Grading rubrics are clear and consistent in verbiage | |
|
Communication Expectations Communication modality, turnaround time, etc. |
Communication expectations are not clearly articulated anywhere in the course. | Communication expectations are clearly articulated in the course |
| 0 | 1 | 2 | 3 | |
|---|---|---|---|---|
|
Correlate with outcomes
|
Activities do not directly correlate to stated outcomes |
Some activities directly correlate to stated outcomes |
Most activities directly correlate to stated outcomes |
Activities directly correlate to stated outcomes |
|
Learner-learner engagement |
Activities do not provide opportunities for learner-learner engagement |
Activities provide opportunities for learner-learner engagement |
||
|
Instructor-learner engagement
|
Activities do not provide opportunities for instructor-learner engagement | Activities provide opportunities for instructor-learner engagement | ||
| Opportunities for both high and low stake assessment | Only high or only low stake assessments opportunities provided | Both high and low stake assessments opportunities provided | ||
|
Appropriate research assignments |
Research assignments are not appropriate and/or not written clearly, i.e. required research sources do not match assignment | Research assignment requirements are clear but not well-matched to the level of student, sources available in the library, etc. | Research assignments take advantage of library resources (databases, guides, etc.), but the directions are unclear for students. | Research assignments and expectations are appropriate and clearly written (or not applicable). Information literacy skills within the assignment are appropriate for the level of students. |
| Career exploration | Career exploration components not included. | Career exploration components included and provide students with the opportunity to explore careers within a particular field/discipline. |
| 0 | 1 | 2 | 3 | |
|---|---|---|---|---|
|
Accessibility
|
Ally score <50% |
Ally score between 51-65% |
Ally score 66-85% |
Ally score >86% |
|
Associated Costs |
Materials for the course cost students more than $100. | Materials for the course cost students between $50 and $100. | Materials for the course cost students up to $50. |
All course materials are available to students without cost. |
|
Quantity of Required Materials Quantity of required reading/viewing materials are in line with credit hours expectation
|
Quantity of required materials is not in line with credit hours expectation. | Quantity of required materials is in line with credit hours expectation. | ||
|
Quality of Required Materials
Quality of required reading/viewing materials are in line with copyright compliance |
Quality of required materials is not in line with copyright compliance standards – all materials are embedded PDFs, etc. There is no variety of source types. | Course does not use Leganto, all materials are listed in the learning management system, although there is some variety of sources required. | Course may use Leganto but some materials are out-of-date or are all the same type of material (i.e. only scholarly articles or videos). |
Quality of required materials is in line with copyright compliance standards – faculty have consulted with librarians and created a Leganto reading list. Course uses a variety of sources that represent the diversity of student experiences and perspectives. |
| 0 | 1 | 2 | 3 | |
|---|---|---|---|---|
|
Embedded faculty support & feedback loops Examples include:
|
No faculty support embedded |
Embedded faculty support, but difficult to locate or unclear purpose |
Embedded faculty support, clearly visible but unclear purpose |
Embedded faculty support with clear purpose and visibility. Embedded support resources include ways for instructors to provide feedback on the design and flow of the course. |
|
Embedded student support Examples include:
|
No student support embedded | Embedded student support, but difficult to locate or unclear purpose | Embedded student support, clearly visible but unclear purpose |
Embedded student support with clear purpose and visibility Embedded supports are in predictable and consistent locations across all courses in a program. Support needs of students within the course have been aligned with specific student support services. (eg. writing assignments provide links to relevant writing support options.) |
| 0 | 1 | 2 | 3 | |
|---|---|---|---|---|
|
University Supported Is the course using academic technologies that are accessible to students and supported by the University?
|
Not using university-supported technology |
|
|
Using only university-supported technology. Technologies are usable by all students meeting the University’s technology requirements. |
|
Appropriate Use Is the course appropriately using the academic technologies within its course? |
Not appropriately using academic technologies. |
Appropriately using academic technologies. |
The Curriculum and Instruction Center can provide support in updating and designing courses. Faculty can contact the C&I Center by emailing cic@csp.edu for additional guidance and training opportunities.
Get Help
For help with Blackboard or Brightspace, email us at lms@csp.edu.
For help with course or instructional design, email us at cic@csp.edu.
Contact Us
Library and Academic Support Services
Concordia University, St. Paul
1282 Concordia Aveneu
Saint Paul, MN 55104
© Concordia University, St. Paul
