for those competencies stated in course outcomes, stated in course outcomes, to outcomes/ outcomes, activities but do not correlate well to reinforce the learning reinforce the learning activities and competencies stated in and technologies. with learning activities. activities and but do not are considerate of the available the course. address the available technologies. technologies. Assessment of student learning is established and is given in a Assessment of student Assessment of student that supports the student’s Assessment of student learning is established and learning is established learning (soon after learning learning is established is given in a time-period that Assessment of but is given at times activities have taken place). and is progressing supports student learning. student learning is that Assessments are designed so that toward timely Assessments are timely, appropriate do not support student they are appropriate and responsive assessments but is not designed with student and responsive to learning (extended to the needs of the individual learner, supportive to the needs of population in mind the needs of the periods have passed (i.e. alternative measures may be diverse learners (assessments may be between learning taken for students with special individual learner. (assessments are given in developed to support the activities and needs, assessments are designed to one format) special needs of individual assessments). reflect the student population and learners). that meet the needs of diverse learning styles). Assessment of student Assessment of achievement is student Assessment of student implemented and there is Assessment of student Assessment of student achievement achievement is achievement is some comparison to achievement is implemented is implemented and the student’s implemented but is stated learning outcomes and there is a correlation performance demonstrates conducted by comparing student a lack of reflection on but still lacks an between the student’s cohesiveness between the stated performance to the the intended learning appropriate connection performance and the stated learning outcomes and the given intended learning outcomes. between the student’s learning outcomes. assessment. outcomes. performance and the stated learning outcomes. Policies and Policies and procedures are in place Policies and Policies and procedures Policies and procedures are procedures are in place in the course site, are easily located, procedures ensure are in place in the course in place in the course in the course site but provide clarity to the reader the integrity of the site, are easily located, site, are easily located, and are vague and not regarding their responsibility, and student's work. but lack clarity. provide clarity to the reader easily located. reflect the institution's policies to
outcomes, activities and technologies. outcomes/ competencies stated in the course. but do not correlate well with learning activities. for those competencies stated in course outcomes, to reinforce the learning activities and but do not address the available technologies. stated in course outcomes, to reinforce the learning activities and are considerate of the available technologies. Assessment of student learning is timely, appropriate and responsive to the needs of the individual learner. Assessment of student learning is established but is given at times that do not support student learning (extended periods have passed between learning activities and assessments). Assessment of student learning is established and is progressing toward timely assessments but is not supportive to the needs of diverse learners (assessments are given in one format) Assessment of student learning is established and is given in a time-period that supports student learning. Assessments are designed with student population in mind (assessments may be developed to support the special needs of individual learners). Assessment of student learning is established and is given in a that supports the student’s learning (soon after learning activities have taken place). Assessments are designed so that they are appropriate and responsive to the needs of the individual learner, (i.e. alternative measures may be taken for students with special needs, assessments are designed to reflect the student population and that meet the needs of diverse learning styles). Assessment of student achievement is conducted by comparing student performance to the intended learning outcomes. Assessment of student achievement is implemented but is a lack of reflection on the intended learning outcomes. Assessment of student achievement is implemented and there is some comparison to stated learning outcomes but still lacks an appropriate connection between the student’s performance and the stated learning outcomes. Assessment of student achievement is implemented and there is a correlation between the student’s performance and the stated learning outcomes. Assessment of student achievement is implemented and the student’s performance demonstrates cohesiveness between the stated learning outcomes and the given assessment. Policies and procedures ensure the integrity of the student's work. Policies and procedures are in place in the course site but are vague and not easily located. Policies and procedures are in place in the course site, are easily located, but lack clarity. Policies and procedures are in place in the course site, are easily located, and provide clarity to the reader Policies and procedures are in place in the course site, are easily located, provide clarity to the reader regarding their responsibility, and reflect the institution's policies to