Quality Matters Rubric – 6th Edition

The Quality Matters rubric is organized into eight categories, referred to as General Standards:

1. Course Overview and Introduction
2. Learning Objectives 
3. Assessment and Measurement
4. Instructional Materials
5. Learning Activities and Learner Interaction
6. Course Technology
7. Learner and Instructor Support
8. Accessibility and Usability

Each General Standard category also contains a varying number of Specific Review Standards. We are measured on our ability to meet these Specific Review Standards.

When viewing the Specific Review Standards, you may notice they are organized into several categories:

• Template (indicated by a T icon): these standards evaluate aspects of a course template. Since our SLS course template has been submitted and approved by Quality Matters, any course using this template should automatically meet these standards.
• Content (indicated by a C icon): these standards relate to the content of an individual course. Since each course is a unique submission, we may or may not meet each of the individual content standards.

Specific Review Standards also differ on point value and essential status. Each SRS is given a point value of 1, 2, or 3. This point value is meant to roughly indicate the importance of each standard. To pass, our courses must earn at least 85% of the possible points (98 points).

Certain standards are also deemed essential. Each of these standards (indicated by their 3 point value) must individually be met in order for a course to pass. If a course earns over the 98 point threshold but fails to meet a single essential standard, the course would not pass.

For each Specific Review Standard, the full rubric provides a description of the standard and an annotation that provides suggestions for how the standard can be met.

As an example:

“Specific Review Standard 3.2 C

“Specific and descriptive criteria are provided for the evaluation of learners’ work.”

Points: 3

Annotation for Specific Review Standard 3.2 C

Learners are provided with a clear and complete description of the criteria that will be used to evaluate their work in the course. Evaluation criteria are consistent with the stated learning objectives and content standards. Evaluation criteria are provided to learners before they begin a particular activity or assessment. The description or statement of criteria provides learners with detailed and specific guidance on the performance expectations for each activity or assessment in the course. The statement of criteria provides a full explanation of how a grade on an activity or assessment, if applicable, is calculated.

Reviewers, confirm the presence of evaluation criteria for all graded work.

Examples

Examples of grading criteria may include:

• A detailed checklist or assignment prompt, rubric, or other evaluation instrument
• Clearly stated point values for each question in quizzes and exams, including information about partial credit
• For group or team projects, an explanation of the criteria used to evaluate individual or team performance and by whom the evaluation will be done (e.g., instructor, peer, and/or self)
• Sample papers or responses with point values and comments provided by the instructor
• A description of how learners’ participation in discussions will be graded, including:
  • the number of required posts and replies
  • the specific time period within which posts and replies will be accepted
  • the criteria for evaluating the quality of learners’ initial posts
  • the criteria for evaluating responses to classmates’ posts and/or replies
  • the grade or points learners can expect for varying levels of performance”

As you can see, the description of the standard provides an overview of it. The annotation then provides additional information and concrete examples of how the standard could be met. Note: The annotation examples are not a comprehensive listing of the ways the standard could be met. Additional ways of meeting the standard are likely possible.

Quality Matters also uses an 85% threshold when reviewing standards. This means that if a course is found to meet the standard to a level of 85% (e.g., 85% of the assignments in a course have specific and descriptive criteria/rubrics), that standard is considered met.

While designing and developing your course, familiarize yourself with the Quality Matters rubric. Consult the annotations of the Specific Review Standards to ensure they’ve been met.

• Style Guide: Quality Matters Recertification
• Style Guide: Brightspace: Rubrics
• Style Guide: Alignment