ETROY QUALITY ASSURANCE PROCESS

Quality Matters The eTROY Quality Assurance process is

based on the Quality Matters rubric and eTROY is a member of Quality Matters.

Underlying Principles of QA The QM toolset and process are:

based in national standards of best practice, the research literature and instructional design principles

designed to promote student learning

integral to a continuous quality improvement process

part of a faculty-driven, peer review process Course does not have to be “perfect” but better

than just “good enough.” (Standards met at about 85% level or better.)

Underlying Principles of QA Process designed to ensure all reviewed

courses will eventually meet expectations Collegial review process, not an evaluation

process Review team includes an external peer

reviewer Course faculty or instructor considered

part of the review team

What is Quality More than average; more than “good

enough” An attempt to capture what’s expected in an

effective online course at about an 85% level

Based on research and widely accepted standards

• Take the students’ point of view• Advocate for the student

What this process is NOT Not about an individual instructor

(it’s about the course)

Not about faculty evaluation (it’s about course quality)

Not about “win/lose” or “pass/fail” (it’s about continuous improvement in a supportive environment)

The Rubric General Standards Eight standards:

Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support Accessibility

The highlighted standards are part of alignment

What is Alignment?The critical course elements

which work together to ensure that students achieve

the desired learning outcomes

The Rubric General Standards Eight standards:

Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support Accessibility

How eTROY has implemented the process

The eTROY model is loosely based on the Quality Matters process.

eTROY uses a faculty member for content review and staff in the Quality Assurance unit for the instructional design review.

Faculty being reviewed are notified that their course will be reviewed in the term. The reviews are done anonymously.

How eTROY has implemented the process

The QM rubric has been adapted by each college with additional standards relevant to that college.

The reviews are done over a 2-3 week period and the reviews are submitted online.

Reports are generated by the Quality Assurance staff and provided to the appropriate Dean or chair.

How eTROY has implemented the process Courses which meet standards are acknowledged. In courses not meeting standards the faculty are

provided feedback and given a term to make changes to the course. The course is then subsequently re-reviewed.

If the course does not meet standards again, there are number of things that could happen from additional remediation to appropriate academic supervisor makes determination if the faculty member will continue to teach the course online.

The Quality Assurance Process

Dean selects courses

Dean/Dept. Chairs choose SME*

QA* explains the process/presents forms to SMEs

Ed Tech enrolls SMEs in blackboard course & provides tech support

SME reviews academic content

QA reviews course design & monitors QA progress

QA & SMEs submits online form and QA staff Compiles reports

Ed Tech removes SMEs from Blackboard

SME* Subject Matter Expert QA* Quality Assurance Staff

Course QAProcess

Feedback from Quality Assurance Reviews

Feedback

The online instructor is responsible for communicating with and providing feedback to students. Instructor should provide Prompt Feedback.

a. Instructor should Inform the learner when they can expect a response if the instructor cannot provide a detailed response within 12 hours.

b. Instructor should provide clear and concise feedback to explain the degree to which the student is achieving the course/lesson outcomes.

c. Communicate to students when they can expect to receive graded feedback on assignments and exams.

Availability

The instructor is required to be available to the online learner for the duration of the course.

1. Regularly access the online course.2. Notify students and appropriate

administrative units if unable to log in to the course.

Technological Competence

a. The instructor should be proficient with the technologies used in the online classroom.

b. The instructor should be confident with the technology used in the course.

Course Administration

a. Instructor should revise course content and instruction based on student feedback as appropriate.

b. Adhere to institutional syllabus policy.c. Log-in to the course regularly (preferably

on a daily basis) in order to respond to student inquiries, monitor student progress, engage in student activities, etc.

Course design based on Quality Matters

Course overview and introduction

Provide instructions on how to get started in the course and make sure students understand the purpose of the course

Provide students clear instructions on how the discussion board works and the etiquette expectations for course communications

Do introductions Provide information on student preparation

and minimum technical skills

Learning Objectives Make sure the course objectives are

measureable They need to be stated clearly and

written from the students perspective There should be learning objectives at

the module/unit level and be appropriate for the level of the course

Assessment and Measurement

The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources

Tell your students how they will be evaluated in assignments and participation.

Be clear on the grading policy and let students know your grading timeframes

Consider practice or “self-check” types of assignments with timely feedback to students

Assessing Student Performance

Assignments Papers Group projects Presentations Class

participation Quizzes and

exams Portfolios

Demonstrations Simulations Problem solving

exercises Drill and practice Case studies Discussion

Resources and Materials Your instructional materials contribute

to the stated course goals and their relationship to the learning activities are clearly explained to the students

The instructional materials have sufficient breadth, depth and currency for the student to learn the subject.

All materials in the course are appropriately cited.

Learner Engagement

Types of interaction Teacher to student Student to teacher Student to student Student with content and resources Provide your students clear standards for

instructor responsiveness and availability (turn-around time) and students’ interaction

Course Technology Make sure your tools and media support

the learning objectives and are appropriate to deliver the content of the course

The tools and media engage the students to be an active learner

Navigation through the components is logical and consistent

Provide instructions on how to access the resources that are easy to understand.

Keep in mind Learner support – be sure to provide in

your syllabus and the course how students can access support, technical, academic, writing, tutoring and other student services

Keep in mind accessibility concerns and alternatives for auditory and visual content, provide alternatives or directions on how to receive accommodations.

Questions and Discussion Deb Gearhart dgearhart@troy.edu 334-808-6229