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 and assist the instructor in determining the level of achievement of learning objectives and competencies. (K-12 & K-12 PUB REVIEWS)

Points: 3

Annotation for Specific Review Standard 3.2 C

Learners are provided with a clear and meaningful description of the criteria that will be used to evaluate their coursework and participation. The student evaluation criteria are consistent with the course goals and stated learning objectives or competencies. The criteria provide learners with detailed and specific guidelines on the performance expectations for each component of the course. How the grade is calculated for each assignment or activity is clear based on provided guidelines.

Examples of how to provide learners with information about grading criteria:

1. Grading rubrics or a list of criteria with associated point values for each type of graded assignment
2. Example papers or responses with point values and comments provided by the instructor
3. A matrix that displays course competencies and the assignments that align with the competencies
4. A description of how discussions will be graded, including number/frequency of required postings, the criteria for evaluating the originality and quality of learners’ comments, and the score learners can expect for varying levels of performance

Competency-Based Courses: A description defines the levels of mastery required to demonstrate competency.”

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.

As an additional note, if the standard consists of two criteria, both of these criteria must be fulfilled for the standard to be met.

For example, SRS 4.1C states “The instructional materials contribute to the achievement of the stated course- and module/unit-level learning objectives or competencies, and their relationship with learning objectives or competencies is clearly stated.”

In this case, the instructional materials need to both contribute to the course/module level objectives in and their relationship to the objectives must be clearly stated. If either of those criteria are not met, the standard as a whole will not be met.

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.

• QM K-12 Rubric, Fifth Edition.pdf
• Style Guide: Quality Matters Recertification
• Style Guide: Brightspace: Rubrics
• Style Guide: Alignment