Evaluation Summary Brandman University Insert Your School Here

Area of Evaluation Status

Quality Matters Summary
1. Course Overview and Introduction Green
2. Learning Objectives (Competencies) Green
3. Assessment and Measurement Green
4. Instructional Materials Green
5. Course Activities and Learner Interaction Green
6. Course Technology Green
7. Learner Support Green
8. Accessibility and Usability Green
IDEAL
Bloom's Taxonomy Green
IDEAL Basics Green
Signature Assignment: Green
Total Course Evaluation Green

90% and above GREEN 80 - 89% AMBER 79% and below RED
Evaluation Summary Brandman University Insert Your School Here

REVIEWER: Karin Storm DATE: 12-30-2019

COURSE CODE: PSYU 306

NOTES: Good job! The course looks amazing. I loved the assignments and the discussion boards.
Quality Matters - Evaluation_x000D_ Brandman University Insert Your School Here
COMMENTS- Ellen
SPECIFIC REVIEW STANDARDS YES Derwin/12-19-2019
Course Overview and Introduction: The overall design of the course is made clear to the learner at the
beginning of the course.
1.1 Instructions make clear how to get started and Start Here Button meets this
✘
where to find various course components. requirement.
1.2 Learners are introduced to the purpose and
structure of the course. ✘

1.3 Etiquette expectations (sometimes called Start Here Button meets this
"netiquette") for online discussions, email, and other ✘
requirement.
forms of communication are stated clearly.
1.4 Course and/or instructional policies with which the
learner is expected to comply are clearly stated, or a ✘

link to current policies is provided.

1.5 Minimum technology requirements are clearly
✘
stated and instructions for use provided.
1.6 Prerequisite knowledge in the discipline and/or Start Here Button meets this
any required competencies are clearly stated. ✘
requirement.

1.7 Minimum technical skills expected of the learner

are clearly stated. ✘

1.8 The self-introduction by the instructor is

✘
appropriate and is available online. (In the Master, ensure
directions are present for instructors in live shells.)

1.9 Learners are asked to introduce themselves to the

✘
class.
Learning Objectives (Competencies): Learning objectives or competencies describe what learners will
be able to do upon completion of the course.
2.1 The course learning objectives, or course/program The verbs meet Bloom's standards,
competencies, describe outcomes that are ✘
and the assignments in the course are
measurable. explicitly aligned so that studens can
see how the outcomes are measured.

2.2 The module/unit learning objectives or
competencies describe outcomes that are measurable ✘
and consistent with the course-level objectives or
competencies.
This is a 300 level course, and the
objectives are appropriate for this
level of learner.
Quality Matters - Evaluation_x000D_
2.3 All learning objectives or competencies are stated
clearly and written from the learner's perspective.
2.4 The relationship between learning objectives or
competencies and course activities is clearly stated.
2.5 The learning objectives or competencies are suited
to the level of the course.
Assessment and Measurement: Assessments are integral to the learning process and are designed to
evaluate learner progress in achieving the stated learning objectives or mastering the competencies.
3.1 The assessments measure the stated learning
objectives or competencies.
3.2 The course grading policy is stated clearly.
3.3 Specific and descriptive criteria are provided for
the evaluation of learners’ work and are tied to the
course grading policy.
3.4 The assessment instruments selected are
sequenced, varied, and suited to the learner work
being assessed.
3.5 The course provides learners with multiple
opportunities to track their learning progress.
Instructional Materials: Instructional materials enable learners to achieve stated learning objectives or
competencies.
4.1 The instructional materials contribute to the
achievement of the stated course and module/unit
learning objectives.
Brandman University Insert Your School Here
The LO's are written from the
✘
perspective of what learners should be
able to do by the end of the course.
In each week, students are clearly
✘
told which outcomes they will address
during that week.
The course is a BA level course, and
✘
the outcomes challenge the students
at that level.
There is clear alignment between the
✘
learning outcomes and assessments.
✘ In the syllabus
Each assessment has a rubric that
aligns clearly to the grading policy and
✘
the assignment instructions.
Assignments include interactive
✘ discussion boards, a self assessment
reflection project, a project offering
multimedia options, and varied writing
assignments.
Students are graded on 2 discussion
✘
boards each week, and 4 separate
projects.
The text was carefully selected, and
✘
the readings and viewings are just
enough to support content but not
overwhelming.
Quality Matters - Evaluation_x000D_ Brandman University Insert Your School Here
4.2 Both the purpose of instructional materials and
how the materials are to be used for learning activities ✘

are clearly explained.

4.3 All instructional materials used in the course are
appropriately cited. ✘

4.4 The instructional materials are current.

✘

4.5 A variety of instructional materials is used in the

✘
course.
4.6 The distinction between required and optional
materials is clearly explained. ✘

Course Activities and Learner Interaction: Course activities facilitate and support learner interaction
and engagement.
5.1 The learning activities promote the achievement of
the stated learning objectives or competencies.
5.2 Learning activities provide opportunities for
interaction that support active learning.
The course includes explicit
✘
information about what outcomes the
learning activities align to.
Discussion boards offer deep
✘
interactivity among students including
specifics of how they reply to one
another, and they engage with the
self reflection project with a contact
outside the class.

5.3 The instructor’s plan for classroom response time ✘

and feedback on assignments is clearly stated.

5.4 The requirements for learner interaction are

clearly stated. ✘

Course Technology: Course technologies support learners’ achievement of course objectives or

competencies.
6.1 The tools used in the course support the learning
objectives or competencies. ✘

6.2 Course tools promote learner engagement and

✘
active learning.
6.3 Technologies required in the course are readily
obtainable. ✘
Quality Matters - Evaluation_x000D_ Brandman
✘
University Insert Your School Here
6.4 The course technologies are current.
✘

6.5 Links are provided to privacy policies for all ✘

external tools required in the course.
Learner Support: The course facilitates learner access to institutional support services essential to
learner success.
7.1 The course instructions articulate or link to a clear Start Here Button meets this
description of the technical support offered and how to ✘
requirement.
obtain it.
7.2 Course instructions articulate or link to the Start Here Button meets this
institution’s accessibility policies and services. ✘
requirement.
7.3 Course instructions articulate or link to an Start Here Button meets this
explanation of how the institution’s academic support ✘
requirement.
services and resources can help learners succeed in
the course
7.4 Course instructions articulate or link to an Start Here Button meets this
explanation of how the institution’s student services ✘ requirement.
and resources can help learners succeed and how
learners can obtain them.
Accessibility and Usability: The course design reflects a commitment to accessibility and
usability for all learners.
8.1 Course navigation facilitates ease of use. ✘ Start Here Button meets this
requirement.
8.2 Information is provided about the accessibility of Start Here Button meets this
all technologies required in the course. ✘
requirement.
8.3 The course provides alternative means of access Start Here Button meets this
to course materials in formats that meet the needs of ✘
requirement.
diverse learners.
8.4 The course design facilitates readability. Start Here Button meets this
✘
requirement.
8.5 Course multimedia facilitate ease of use. Start Here Button meets this
✘
requirement.
Quality Matters - Evaluation_x000D_ Brandman University Insert Your School Here

COMMENTS-Storm 12/30-19 COMMENTS- NAME/DATE

In Course Information/Welcome to Class and

the week 1 video clip

In the instructor resources.

In syllabus

This is in several locations in Brandman

Directions and susgestions for instructors are in

the instructor resources

This is in week 1 discussion 1

Quality Matters - Evaluation_x000D_ Brandman University Insert Your School Here
Quality Matters - Evaluation_x000D_ Brandman University Insert Your School Here
Very clear in readings, video clips, and
assignments

Chapter number and titles are included

Textbook is from 2018

Videos, discussion boards, papers, quizzes

Optional materials are not provided and, do not

appear to be needed for this course

Due dates are listed in the course and in the

syllabus

Listed in the course and in the syllabus

Quality Matters - Evaluation_x000D_ Brandman University Insert Your School Here

N/A
Quality Matters - Evaluation_x000D_ Brandman University Insert Your School Here
Quality Matters - Evaluation_x000D_ Brandman University Insert Your School Here
Quality Matters - Evaluation_x000D_ Brandman University Insert Your School Here
Quality Matters - Evaluation_x000D_ Brandman University Insert Your School Here
IDEAL - Course Evaluation Brandman University Insert Your School Here

COMMENTS - Ellen Derwin 12-

Item for Review YES 19-2019

Bloom's Revised Taxonomy: Is there evidence that the student's are being challenged to do the following:
Remembering: recognizing, listing, describing, ✘
Yes, they have quizzes they then apply to
identifying, retrieving, naming, locating, finding discussion boards.
Understanding: interpreting, summarizing, ✘
inferring, paraphrasing, classifying, comparing, Yes, throughout the course, and there is a
explaining, exemplifying specific
There issummary projet.
frequent application, and they
Applying: implementing, carrying out, using, ✘ specifically "apply" in two of the Learning
executing Outcomes.
Analyzing: comparing, organizing, ✘
They compare and contrast inductive and
deconstructing, attributing, outlining, finding, deductive reasoning and perform other analytical
structuring, integrating tasks.
Evaluating: checking, hypothesizing, critiquing, ✘
They evaluate claims using relevant evidence that
experimenting, judging, testing, detecting, supports a conclusion and evaluate Internet
monitoring sources.
Creating: designing, constructing, planning, ✘
They construct arguments as one of several
producing, inventing, devising, making examples.
iDEAL Basics: Does the course meet the following requirements:
✘ They take initiative, and they locate and analyze
the course is "learning-centered" rather than information. It is most definitely student
"teacher centered" centered.
technology is used to enhance and activate the ✘
learning experience. Media is used in various assignments.
face-to-face instruction is connected to ✘
independent and collaborative online learning.
(BLENDED ONLY)
synchronous and asynchronous instructional ✘
opportunities are combined with independent and
collaborative online learning. (ONLINE ONLY)
opportunities for the student to express their ✘
views, share their ideas and collaborate are built There are two discussion boards each week that
into the course. offer these opportunities.
IDEAL - Course Evaluation Brandman University Insert Your School Here

COMMENTS- Storm 12/30/19

Synchronous is not required for this program

IDEAL - Course Evaluation Brandman University Insert Your School Here
Signature Assignment Brandman University Insert Your School Here

SIGNATURE ASSIGNMENT YES COMMENTS- NAME/DATE

Does this course require a Signature Assignment?(If it ✘

does not, click all the boxes and type N/A in the comments.) N/A
Is there a Signature Assignment Loaded into the ✘
course?

Is it in the correct week? ✘

✘
Is the rubric loaded for students to view as a .pdf?
✘
Is the rubric loaded in Instructor resources as a .doc?
Is the assignment worth the correct amount of
✘
points? (Check the Gradebook & Syllabus)
Signature Assignment Brandman University Insert Your School Here

COMMENTS- Storm 12/19/1COMMENTS- NAME/DATE

N/A
Credit Hour Accountability Brandman University Insert Your School Here

Please enter a numeric

value between 0 and 7 to
IDEAL/WASC CREDIT HOUR indicate the hours PER WEEKLY
WEEK a student is expected
ACCOUNTABILITY to spend on the specified
TOTAL
task.
How many hours does a student spend doing any
of the following in Week 1:
Synchronous Communication 0
5
Asynchronous Communication 5
Independent Work 8 8
How many hours does a student spend doing any
of the following in Week 2:
Synchronous Communication 0
7
Asynchronous Communication 7
Independent Work 5 5
How many hours does a student spend doing any
of the following in Week 3:
Synchronous Communication 0
5
Asynchronous Communication 5
Independent Work 8 8
How many hours does a student spend doing any
of the following in Week 4:
Synchronous Communication 0
7
Asynchronous Communication 7
Independent Work 5 5
How many hours does a student spend doing any
of the following in Week 5:
Synchronous Communication 0
5
Asynchronous Communication 5
Independent Work 8 8
How many hours does a student spend doing any
of the following in Week 6:
Synchronous Communication 0
7
Asynchronous Communication 7
Independent Work 5 5
How many hours does a student spend doing any
of the following in Week 7:
Synchronous Communication 0
4
Asynchronous Communication 4
Independent Work 9 9
How many hours does a student spend doing any
of the following in Week 8:
Synchronous Communication 0
6
Asynchronous Communication 6
Independent Work 4 4
Total Hours: Engagement 46
Total Hours: Independent 52
Total Hours 98
Credit Hour Accountability Brandman University Insert Your School Here

Note: Each week students should be collaborating in their courses with other students
synchronously or asynchronously (highlighted in GREEN) for an average of 3 hours and
independently (highlighted in ORANGE) for an average of 3-6 hours. Please fill in the WHITE
areas only. OVERALL students should be ENGAGED in the course 44+ hours as well as
INDEPENDENTLY working for the required 44+ hours.

Examples of Synchronous Student Engagement:

Adobe Connect virtual Classes/Webinars
Examples of Asynchronous Student Engagement:
Discussion Board Forums
Emails
Group Work in WIKI
Pair Work in WIKI
Examples of Independent Engagement:
Reading Course Materials/Texts
Watching Topical Videos
Individual Projects/Papers
Credit Hour Accountability Brandman University Insert Your School Here

SPECIFIC ACTIVITY/ASSIGNMENT/PROJECT (optional)