Distance Learning Course Readiness Evaluation

Directions: Evaluate your distance learning course to determine if it is ready to be offered to students. Select an answer for each question below; then click the "Score Test" button.

(You MUST answer ALL questions.)
Part 1: Course Design		Rate Course Design: 0 = never true, 5 = always true
1:	Framework: Framework for course delivery is apparent. Course modules are identified, described, and connected. Progression through the course is apparent. A format for progression through modules from introduction to evaluation is provided.	0 5
2:	Course Information and Objectives: All necessary information is apparent, easily located, and clearly stated. This includes a course syllabus that contains a course description, the course requirements, the learning objectives stated in behavioral terms, a course grading or student assessment policies and procedures, outline of course content, due dates of assignments, and instructor information.	0 5
3:	Context for Course Content: Site provides context for course content in a progressive manner in clearly identified/manageable segments or modules. Content format is consistent from segment to segment.	0 5
4:	Appearance and Presentation of Material: Site’s appearance is appealing. A high amount of work has been completed as evidenced by minimal scrolling, placement of important information at the top of pages, appropriate use of white space on a web page, consistent style of icons throughout the site, and a color scheme that is pleasant and easy on the eyes.	0 5
5:	Navigation: Site navigation is transparent to students. Web pages are logically linked for both novice and experienced users. Instructions provided to orient the user. Ample navigational aids provided to move from page to page. Ample instructions provided for the uses of various elements in course site.	0 5
6:	Accessibility: Content can be provided in formats accessible to persons with disabilities. Students with disabilities can be accommodated according to their disability through the availability of alternative delivery methods in the online context.	0 5
Part 2: Assessment of Student Performance		Rate Assessment: 0 = never true, 5 = always true
7:	Type and Variety of Assessments Used: Evidence of the use of assessment techniques which are provided in various formats so as to address differences in learning styles. Assessments are congruent with learning objectives and activities (learning activities support student achievement). How grades on individual assessments translate to a course grade is clear.	0 5
8:	Assignments: Site contains evidence of active or student-directed learning via assignments. Expectations and due dates are clearly defined. Assignments support learning objectives.	0 5
9:	Quizzes/Exams: Course uses varied and frequent self-assessment methods to guide learners. Quizzes or exams are congruent with learning objectives.	0 5
Part 3: Student Support/Feedback		Rate Support/Feedback: 0 = never true, 5 = always true
10:	Feedback Methods: Site is set up to allow instructor to provide frequent and timely feedback to students throughout the semester. Feedback methods include: email and/or use of private discussion areas; provision of feedback in assignment and quiz tools; acknowledgement of receipt of assignments. Feedback is individualized with sufficient detail to be useful to the student.	0 5
11:	Student Grades: The student grade book is designed so that students may track their own course achievement at any time. Grade book entries are consistent with the syllabus. Grades can be entered in a timely fashion. A method is available for students to determine their own midterm grade equivalency.	0 5
12:	Learning Support/Resources: Students are provided a full set of resources to support their online learning experience, which are easily accessible in site. These may include: technical services and help desk services and tutorials on the course software, access to student services including library services, writing assistance, computer lab assistance, etc.	0 5
Part 4: Learning Community		Rate Learning Community: 0 = never true, 5 = always true
13:	Interaction and Participation: Variety of avenues for establishing a sense of community among learners has been incorporated into the overall design of the course. Several opportunities are or can be provided for students to engage in collaborative learning activities. Tools such as discussion board, chat rooms, student presentations, group activities, and student home pages are well-utilized for effective student-to-student learning activities. Expectations regarding student interaction in the course are clearly defined.	0 5
14:	Diversity: Site is appropriate for English-language learners, free from cultural bias, and minimizes use of idioms. Where visuals are used, they are diverse in nature and not restricted to any single cultural group, unless warranted by specific content. Icons used are universal and easily interpreted.	0 5
Part 5: Pedagogical Practices		Rate Pedagogy: 0 = never true, 5 = always true
15:	Instructional Design/Activities: Instructional design facilitates active or student-centered learning. Students are or can be given opportunities for practice, reflection, and engagement with the course content. Site has a presence of innovative approaches to delivering content. Pedagogy is focused both on content and the learning process. Teaching practices allow for experiential applications from students’ lives. Teaching strategies are congruent with learning objectives.	0 5
Part 6: Use of Technology		Rate Technology: 0 = never true, 5 = always true
16:	Use of Inherent Web Course Tools: Course uses tools that support learning objectives, possibly including email, discussion board, calendar, grade book, assignment area, student presentations, chat rooms, whiteboard, online note-taking, links, self-tests, quizzes, surveys, and references.	0 5
17:	Use of Instructional Media: Graphics and media used have clear instructional purposes that reinforce content. They require little download time and are accessible in all standard browsers. Media content not accessible in all browsers is made available in other formats. Audio and video files do not require excessive download time. Resource links are made available for students to test their software and to download necessary plug-ins.	0 5
Please enter your first name (required), followed by your course prefix and number (optional). Then click the "Score Test" button. Your Name [and course prefix and number]: