Standards for Quality Online Courses 2009

Standards of Quality for Online CoursesAs we strive to ensure all students have the opportunity to participate in high quality online learning experiences, it is essential that standards be implemented to ensure courses reflect research-based best practices. These standards were developed from the International Association for K-12 Online Learning (iNACOL).

Rating Scale

0: Absent - Component is missing

1: Unsatisfactory - Needs significant improvement

2: Somewhat Satisfactory - Needs targeted improvements

3: Satisfactory - Needs discretionary improvement

4: Very Satisfactory - Needs no improvements

Standards for Qual i ty Onl ine Courses

Standards for Quality Online Courses 2009

Section A Content Score

The course goals and objectives are measurable and clearly stated.

The course content and assignments are aligned with state and/or national standards.

The course curriculum, learning experiences and assessments are aligned.

A clear, complete course overview and syllabus are included in the course.

Information literacy and communication skills are incorporated and taught as anintegral part of the curriculum.

Information is provided regarding how to communicate with the online teacher and course provide.

Academic integrity and netiquette (Internet etiquette) expectations regarding lessonactivities, discussions, e-mail communications and plagiarism are clearly stated.

Issues associated with the use of copyrighted materials are addressed.

Standards

Section B Instructional Design Score

The course is organized into units and lessons.

Each lesson includes an overview, content and activities, assignments, andassessments.

The course design reflects a clear understanding of student needs, and incorporates varied ways to learn and multiple levels of mastery of the curriculum.

Readability levels, written language assignments and mathematical requirements areappropriate.

The course instruction includes activities that engage students in active learning.

The course provides opportunities for students to engage in higher-order thinking,critical-reasoning activities and thinking in increasingly complex ways.

The course design provides opportunities for appropriate instructor-student and student-student interaction, including timely and frequent feedback about student progress.

Standards for Quality Online Courses 2009

The course structure includes adequate and appropriate methods and procedures toassess students’ mastery of content.

Ongoing and frequent assessments are conducted to verify each student’s readinessfor the next lesson.

Grading policy and practices are easy to understand.

Section C Assessment Score

The course architecture permits the online teacher to add content, activities andassessments to extend learning opportunities.

The course accommodates multiple school calendars.

The course is easy to navigate.

The course makes maximum use of the capabilities of the online medium and makesresources available by alternative means; e.g., video, CDs and podcasts.

Hardware, Web browser and software requirements are specified.

The course provider/ facilitator offers assistance with technical support and course management.

The course provider/ facilitator offers orientation training.

Section E Technology Score

Standards

The course intentionally emphasizes 21st century skills in the course, including using21st century skills in the core subjects, 21st century content, learning and thinkingskills, ICT literacy, self-directed learning, global awareness, and includes 21st centuryassessments, as identified by the Partnership for 21st Century Skills and ISTE.

Section D 21st Century Skills Score

Course provider uses multiple ways of assessing course effectiveness.

The course is evaluated regularly for effectiveness, and the findings are used as a basisfor improvement.

The course is updated periodically to ensure timeliness.

Section F Evaluation Score