Nursing Course Evaluation Tool Rubric

1. Goals and Objectives clearly stated

All objectives are clearly stated, measurable and specific. 1. Instructor provides broad, general goals for the course, but no course or module level objectives as distinct from these. 3. Instructor provides several course and/or module level objectives that are distinct from the general goals for the course, but the objectives as written typically fail to be properly formed. bjectives should specify an observable behavior, a condition under which that behavior occurs, and a criterion indicating what constitutes successful performance of that behavior. !"ample of a poorly formed objective# $tudents will understand the influence of physiological age and health status on dosage re%uirements. !"ample of a well&formed objective# 'sing the principles of pharmaco(inetics, students will be able to competently adjust dosage re%uirements based upon variability in physiological age and health status. ). Instructor provides several course and/or module level objectives that are distinct from the general goals for the course, and the objectives as written are all well&formed.

*. Goals and objectives appropriate to level of the course

+oals and objectives are appropriate to the e"pected level of (nowledge, s(ill and e"perience of learners. 1. +iven the place of the course in the curriculum and the stated prere%uisites ,or as judged by the course number-, both the goals and objectives demand far too much or too little of the students ,e.g., they demand merely factual recall in a high&level course that should demand that students synthesi.e and apply (nowledge3. +iven the place of the course in the curriculum and the stated prere%uisites ,or as judged by the course number-, the goals and objectives are slightly mismatched with respect to the e"pected level of (nowledge, s(ill and e"perience of learners. ). +iven the place of the course in the curriculum and the stated prere%uisites ,or as judged by the course number-, the goals and objectives are well&suited to the e"pected level of (nowledge, s(ill and e"perience of learners.

3. Pre-re uisite and!or prior "no#ledge re uired for course outlined$

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 Instructor clearly outlines pre&re%uisite (nowledge and s(ills. 1. /he instructor provides no e"plicit pre&re%uisites with respect to student (nowledge or s(ills. 3. /he instructor provides at least some e"plicitly stated pre&re%uisites, but may do so in vague or overly general terms. ). /he instructor clearly indicates specific (nowledge and s(ills students are e"pected to possess coming into this particular course.

0. %earning activities and teaching strategies &atch the course objectives$

1omment on the degree to which learning activities and teaching strategies contribute to the achievement of the course objectives. 1. In the reviewer2s judgment, learning activities and teaching strategies are badly matched to the course objectives ,e.g., the course objectives include synthesis and application of principles in novel circumstances, but the primary activity in the course is lecture/information delivery and (nowledge recall-. 3. In the reviewer2s judgment, learning activities and teaching strategies are ade%uately matched to some of the course objectives, but there are some significant mismatches. ). In the reviewer2s judgment, learning activities and teaching strategies are ideally suited to helping the students achieve all of the course objectives.

/he connection between the course objectives and learning activities is apparent to students. 1. 3o e"plicit or implicit connection is revealed between the course objectives and the activities and strategies utili.ed in the course. 3. An implicit connection is made by, for instance, regularly restating the objectives in assignments or at the beginning of modules. r, connections are made e"plicitly but only occasionally throughout the course. ). An e"plicit connection is made regularly throughout the course relating course objectives to learning activities and teaching strategies.

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). 'aculty availability to address student needs$

Instructor establishes regular meeting and/or response times and methods to address student needs. 1. 3o e"plicit guidance is provided to students regarding how to contact instructor, what (ind of response time students can e"pect when ma(ing re%uests of instructor, nor where to turn if they need assistance in the course. 3. Instructor provides limited guidance as to how to contact instructor, what (ind of response time students can e"pect when ma(ing re%uests of instructor, and where to turn if they need assistance in the course. ). Instructor provides clear guidance as to how to contact instructor, what (ind of response time students can e"pect when ma(ing re%uests of instructor, and where to turn for various predictable needs in the course ,e.g., technical problems, illness-.

Instructor or /As are available to assist students with problems encountered during the course. 1. Instructor and/or /A routinely fails to respond within the stated response time ,or, absent e"plicit policies, the reviewer2s judgment of reasonable time-, and/or students fre%uently have to follow up to get assistance. 3. Instructor and/or /A usually respond ade%uately and within the stated response time ,or, absent e"plicit policies, the reviewer2s judgment of reasonable time-, but there are at least a few occasions where they fail to do so. ). Instructor and/or /A always respond ade%uately and within the stated response time ,or, absent e"plicit policies, the reviewer2s judgment of reasonable time-.

4. Technical re uire&ents are specified #ith regard to both s"ill and e uip&ent$
/echnology re%uirements needed to participate in the course are clearly specified with regard to both s(ill and e%uipment. 1. Instructor provides neither standard, general information about technical re%uirements ,e.g., lin(ing to a general technical support page-, nor information about this course in particular ,e.g., that students will be e"pected to create 5ower5oint presentations-.

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3. Instructor provides standard, general information about technical re%uirements, but provides little or no information about this course in particular. ). Instructor provides both standard, general information about technical re%uirements, and substantial information about this course in.

6. Realistic ti&e co&&it&ent related to credit load

Instructor communicates the e"pected time commitment which accurately reflects the level of effort for the credit awarded. 1. Instructor provides neither standard, general information about time commitment ,e.g., ' of 7 boilerplate about appropriate time per credit hour ratio-, nor information about this course in particular ,e.g., how many times the instructor e"pects students to log in to the course website per wee( and how long students can e"pect this to ta(e-. 3. Instructor provides standard, general information about time commitment ,e.g., ' of 7 boilerplate about appropriate time per credit hour ratio-, but provides little or no information about this course in particular ,e.g., how many times the instructor e"pects students to log in to the course website per wee( and how long students can e"pect this to ta(e-. ). Instructor provides both standard, general information about time commitment ,e.g., ' of 7 boilerplate about appropriate time per credit hour ratio-, and substantial information about this course in particular ,e.g., how many times the instructor e"pects students to log in to the course website per wee( and how long students can e"pect this to ta(e-.

8. %earning activities are clearly described$

Instructor provides a framewor( for completing assignments ,student discussion, participation, and projects- including e"pectations for satisfactory completion. 1. /he instructor provides very few or no instructions for the successful completion of course assignments, and/or the instructions are of such poor %uality or so general and vague as to be of little use to students. 3. /he instructor provides at least some instructions for the successful completion of course assignments, but the instructions are uneven in %uality, at least sometimes overly general or vague, and/or do not pertain to all assignments. ). /he instructor provides high&%uality, specific instructions for the successful completion of all course assignments, such as detailed rubrics for written assignments, samples of high and low

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%uality wor(, guidelines for wor(ing in student groups, study guides for tests and %ui..es, instructions for participating in online discussions ,%uality and %uantity of contributions e"pected-, etc.

9. %earning activities applicable to the course are sufficiently supported$

Instructor directs students to resources necessary to complete learning activities ,e.g. library support, electronic journals, instructions for preparing slide presentations, etc.1. Instructor provides no or very few general resources relevant to course content and no or very few resources attached to particular modules/assignments. :esources, where they e"ist, are simply lists of lin(s, boo(/article titles, etc., so that there is no way for students to (now what the resources are li(ely to contain. 3. Instructor provides some general resources relevant to course content but no or very few resources attached to particular modules/assignments. :esources are usually simple lists of lin(s, boo(/article titles, etc., without annotations or descriptions. ). Instructor provides both general resources relevant to course content and resources attached to particular modules/assignments. :esources are usually described in some way ,such as through annotations- so that students (now what the resource is li(ely to contain.

1;. Course content is presented to appeal to a variety of learning styles$

Instructor uses varied activities such as case studies, virtual lab, interactive simulation, cooperative projects, self&tests. 1. /he course relies almost completely on the straightforward presentation of information. $tudents very rarely or never engage in activities li(e the ones listed above to wor( actively with the course material ,by critically analy.ing it, applying it in novel conte"ts, etc.3. /he course relies on the straightforward presentation of information, but students sometimes engage in activities li(e the ones listed above to wor( actively with the course material ,by critically analy.ing it, applying it in novel conte"ts, etc.). /he course presents information to students, but students fre%uently engage in activities li(e the ones listed above to wor( actively with the course material ,by critically analy.ing it, applying it in novel conte"ts, etc.-

Instructor uses varied media such as te"t, images, audio, video, animation.

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1. /he course relies almost completely on te"tual material and very rarely or never uses visual, (inesthetic and/or auditory media to engage students and enhance their learning. 3. /he course relies on te"tual material but sometimes uses visual, (inesthetic and/or auditory media to engage students and enhance their learning. ). /he course uses te"tual material but fre%uently also uses visual, (inesthetic and/or auditory media to engage students and enhance their learning.

11. Course layout!design facilitate student learning

7edium is simple and transparent enough so students can focus on content ,e.g. navigational structure is simple to learn-. 1. It is often difficult to navigate through the course website and to locate particular tools or materials. /he site manifests none or few of the following %ualities# the site provides more than one way of accessing site components< the site minimi.es clic(ing as much as possible< web pages are visually and functionally consistent< site components are grouped in logical and intuitive ways< site components are interlin(ed where possible ,e.g., direct lin(s from content pages or calendar to discussion area-< site is aesthetically pleasing, but its design does not interfere with functionality. 3. It is sometimes easy but also sometimes difficult to navigate through the course website and to locate particular tools or materials. /he site manifests some but not all of the %ualities listed above. ). It is very easy to navigate through the course website and to locate particular tools or materials. /he site manifests most or all of the %ualities listed above.

1*. 'le(ibility for student input to shape the course as appropriate

Instructor provides opportunities for student input to shape the course as appropriate ,e.g. initiate dialogue, provide feedbac( via formative evaluation, determine discussion topics, input in shaping assignments-.

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1. Instructor determines focus of course and learning activities. /here are no options for student input, formative evaluation, or student led discussions. 3. Instructor may have an occasional re%uest for student input regarding course content or course direction, but pre&determines most course activities. ). Instructor provides multiple opportunities for student input regarding course direction, mid& course evaluation, or opportunity for student input into discussion or helping shape other course activities.

13. Opportunity for reflection on individual student learning

Instructor encourages students to reflect on the learning process ,e.g. engage in self&evaluation regarding objectives, develop problem solving strategies, ma(e connections between classroom and real&world e"periences.1. Instructor does not provide any opportunities for students to reflect on course learning, relate course learning to a broader meaningful conte"t, or evaluate their own learning in the course. 3. Instructor provides a few opportunities for students to reflect on course learning, relate course learning to a broader meaningful conte"t, or evaluate their own learning in the course. ). Instructor provides multiple opportunities for students to reflect on course learning, relate course learning to a broader meaningful conte"t, or evaluate their own learning in the course. !"amples are learning activities that re%uire students to incorporate their real world e"periences, engage in self evaluation, or integrate awareness of learning e"periences during a course.

10. Course content organi)ed fro& si&ple to co&ple(

1ontent and learning activities organi.ed from simple to comple" to foster integration with prior (nowledge and learning< tas(s start off small ,necessitating a low level of content (nowledge- and are then integrated meaningfully into a larger goal. 1. 3o building from prior (nowledge and/or basic content and activities to more comple" content and learning activities is evident. 3. $ome building on previous content and activities and progression to more comple" learning outcomes is evident.

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). 1ourse e"plicitly builds from prior (nowledge and/or basic content to higher level analysis and synthesis of course content and learning activities as course proceeds.

1). 'aculty and student interaction is ti&ely and appropriate$

Instructor facilitates interaction ,e.g. sets welcoming and respectful tone, sharpens discussion focus, incorporates new ideas, deepens dialogue, and develops problem&solving situations-. 1. 3o or minimal interaction ,beyond initial course set up- between faculty and students is evident in review of course activities, discussions and email or other interactive tools. 3. $ome evidence of interaction is seen between students and faculty although it may appear delayed in timing or limited in scope in terms of facilitating open dialogue and depth of discussions. ). =aculty and student interaction is evident regularly and the discussion or other activities are enriched and completed in more depth following input by the faculty member.

14. *tudent to student interaction built into learning activities as appropriate

Instructor establishes defined e"pectations for communication, collaboration, and accountability among students. 1. =ew instructions are evident providing specific directions to students about interacting with others through the course. 3. $ome guidance is provided for students regarding student to student interaction but they are brief and re%uire interpretation on the part of the students. ). >etailed and specific instructions for student to student communication are provided including details about who communicates when and in what fashion including e"pected format and length, for e"ample, of discussion postings and other group assignments.

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