Quality Matters 2011-2013: Self-Evaluation for Tracie Sullivan 1

I decided to use the Qualities Matter checklist for my self-evaluation. I believe I have met most

of the criteria on the checklist. There are several things on which I must improve. These are

easy fixes that I will explain at the end of the evaluation rubric.

General Standard 1: The overall design of the course is made clear to the student at the
beginning of the course.

Specific Review Standard Points YES NO NOTES

1.1 Instructions make clear how to 3 3/3 Yes, clearly stated.
get started and where to find
various course components.
1.2 Students are introduced to 3 3/3 Yes, listed on the course information
the purpose and structure of the page along with goals and outcomes.
course.
1.3 Etiquette expectations 2 2/2 Found in the Course Policies along
(sometimes called “netiquette”) with an Honor Pledge
for online discussions, email, and
other forms of communication
are stated clearly.
1.4 Course and/or institutional 2 2/2 Found on the Course Policies
policies with which the student subpage under the Welcome topic. I
is expected to comply are clearly tried to make it detailed
stated, or a link to current
policies is provided.
1.5 Prerequisite knowledge in 1 1/1 Listed on Course Information page
the discipline and/or any
required competencies are
clearly stated.

1.6 Minimum technical skills 1 0/1 Computer requirements are listed.

expected of the student are
clearly stated.

1.7 The self-introduction by the 1 1/1 Yes

instructor is appropriate and is
available online.

1.8 Students are asked to 1 1/1 Yes, in Discussion #1.

introduce themselves to the
class.
 Quality Matters 2011-2013: Self-Evaluation for Tracie Sullivan 2

General Standard 2: Learning objectives are measurable and are clearly stated.

Specific Review Standard Points YES NO NOTES

2.1 The course learning 3 3/3 Yes. One can easily measure the
objectives describe outcomes outcomes of describe, list, trace….
that are measurable.

2.2 The module/unit learning 3 3/3 Yes

objectives describe outcomes
that are measurable and
consistent with the course-level
objectives.

2.3 All learning objectives are 3 3/3 Yes. Objectives are written in a ‘the
stated clearly and written from student will be able to’ format
the student’s perspective.

2.4 Instructions to students on 3 3/3 Directions for each task (discussion,

how to meet the learning quiz, etc.) are clearly stated and easy
objectives are adequate and to understand
stated clearly.

2.5 The learning objectives are 3 3/3 Yes. The course is designed for 10-
appropriately designed for the 12 students.
level of the course.

General Standard 3: Assessment strategies are designed to evaluate student progress by

reference to stated learning objectives; to measure the effectiveness of student learning; and
to be integral to the learning process.

Specific Review Standard Points YES NO NOTES

3.1 The types of assessments
selected measure the stated
learning objectives and are
consistent with course activities
and resources.
3.2 The course grading policy is
stated clearly.
3 3/3 Yes. The quizzes measure the
subtopics of module 1. The test is
based on the subtopics and questions
are given in the order of instruction.
Discussion #2 is a higher-order
thinking question that requires the
student to draw on previous
knowledge.
3 3/3 Yes. Grading policy can be found on
its own subpage under Welcome.

3.3 Specific and descriptive 3 3/3 I tried to clearly state what is

expected of each student.
 Quality Matters 2011-2013: Self-Evaluation for Tracie Sullivan
criteria are provided for the
evaluation of students’ work and
participation and are tied to the
course grading policy.
3.4 The assessment instruments
selected are sequenced, varied,
and appropriate to the student
work being assessed.
3.5 Students have multiple
opportunities to measure their
own learning progress.
General Standard 4: Instructional materials are sufficiently comprehensive to achieve stated
course objectives and learning outcomes.
Specific Review Standard
4.1 The instructional materials
contribute to the achievement of
the stated course and
module/unit learning
objectives.
4.2 The purpose of instructional
materials and how the materials
are to be used for learning
activities are clearly explained.
4.3 All resources and materials
used in the course are
appropriately cited.
4.4 The instructional materials
are current.
4.5 The instructional materials
present a variety of perspectives
on the course content.
4.6 The distinction between
3
2 2/2 Yes. Quizzes are given in the order
information is presented. Lab
reinforces the material. Discussion
#2 requires students to draw on
previous knowledge to make
informed decisions.
2 2/2 Students have several opportunities
to measure their learning progress.
Points YES NO NOTES
3 3/3 Yes. I tried to incorporate materials
that align to the course objectives. I
even included a video that I created
with the help of my daughter.
3 3/3 Yes, I tried to include real-life
examples throughout the module.
Students need to know ‘why’ they’re
learning something.
2 2/2 Yes! I used images from
Unsplash.com and pixabay.com. I
also made sure that all other images
were designated ‘Free to Share and
Use’ and ‘Labeled for Reuse’
2 2/2 Yes
1 1/1 Yes. I tried to incorporate text,
images and videos
1 1/1 Any material required by the student
 Quality Matters 2011-2013: Self-Evaluation for Tracie Sullivan 4

required and optional materials is provided by the school.

is clearly explained.

General Standard 5: Forms of interaction incorporated in the course motivate students and
promote learning.

Specific Review Standard Points YES NO NOTES

5.1 The learning activities 3 3/3 Yes. Objectives and Outcomes are
promote the achievement of the clearly stated.
stated learning objectives. (Note:
in some institutions learning
objectives may be called learning
outcomes.)

5.2 Learning activities provide
opportunities for interaction that
support active learning.
5.3 The instructor’s plan for
classroom response time and
feedback on assignments is clearly
stated.
3 3/3 Yes. There is a lab activity to help
students distinguish the different
types of macromolecules and a
discussion activity where students
can respond to each other and learn
as they go.
3 3/3 Yes

5.4 The requirements for 2 2/2 Yes. Rules for discussions are
student interaction are clearly indicated as well as netiquette for
articulated. responses.

General Standard 6: Course navigation and technology support student engagement and
ensure access to course components.

Specific Review Standard Points YES NO NOTES

6.1 The tools and media support 3 3/3 Yes. I tried to include many videos
the course learning objectives. for the auditory learner.

6.2 Course tools and media 3 3/3 Yes

support student engagement
 Quality Matters 2011-2013: Self-Evaluation for Tracie Sullivan 5

and guide the student to become

an active learner.

6.3 Navigation throughout the 3 3/3 Yes. I tried to follow a logical

online components of the course sequence that begins simple and
is logical, consistent, and ends with the more complex.
efficient.

6.4 Students can readily access 2 2/2 Yes. All videos are embedded in the
the technologies required in the website for easy access.
course.

6.5 The course technologies are 1 1/1 Yes! I made sure of that.
current.

General Standard 7: The course facilitates student access to institutional support services
essential to student success.

Specific Review Standard Points YES NO NOTES

7.1 The course instructions
articulate or link to a clear
description of the technical
support offered and how to access
it.
3 3/3 Mentioned on course Policies and
Additional Information subpage (Mr.
Kennedy)

7.2 Course instructions articulate 3 3/3 Mentioned on course Policies and

or link to the institution’s Additional Information subpage
accessibility policies and services.

7.3 Course instructions articulate 2 0/2 I don’t think I included this.

or link to an explanation of how
the institution’s academic support
services and resources can help
students succeed in the course
and how students can access the
services.

7.4 Course instructions articulate 1 1/1 Mentioned on course Policies and

or link to an explanation of how Additional Information subpage
 Quality Matters 2011-2013: Self-Evaluation for Tracie Sullivan 6

the institution’s student support (Mrs. Washington)

services can help students
succeed and how students can
access the services.

General Standard 8: The course demonstrates a commitment to accessibility for all students.

Specific Review Standard Points YES NO NOTES

8.1 The course employs 3 3/3 Technologies (videos) are embedded
accessible technologies and and easily accessible
provides guidance on how to
obtain accommodation.

8.2 The course contains 2 2/2 All videos have CC capabilities

equivalent alternatives to
auditory and visual content.

8.3 The course design facilitates 2 2/2 YES, I tried my best.

readability and minimizes
distractions.

8.4 The course design 2 0/2 NO

accommodates the use of
assistive technologies.

For my first attempt at creating a webpage, I think I did pretty well. But I am lacking in several

areas:

1. I must add the technical skills required of my students.

2. I need to add more self-reflection and guided-reading assignments (ungraded) to my

lesson plan. This will ensure the students are learning and mastering the content.

3. Some students may need additional help. I must include means of obtaining this

academic support.
Quality Matters 2011-2013: Self-Evaluation for Tracie Sullivan 7

4. I need to find a way to include assistive technologies for those students that may need

them.