2nd draft - 10-11-06 by RR

see link at - http://www.evalutech.sreb.org/criteria/online.asp

other links for course evaluation - http://www.nacol.org/resources/course_eval.php

Guidelines for Evaluation of Distance Education Instructor

When an instructor is evaluated for teaching a traditional class, the evaluation committee actually visits the instructor’s class and watches him/her actually teach. For an online class, however, the situation is a little different. How do you “sit in” on the instructor’s class?

One way to accomplish this is to look at the course website as a visitor and observe the following:

Course Description:

Are the technical requirements for student access documented?

Are the minimum technology competencies for students are announced and assessed?

Are the course objectives clear (SLOs?) and do they agree with the Course Outline?

Are the grading policies clear? Will the students understand how they are being graded and what they must actually do for a good grade?

Are the mechanics of the course clear … how the course works, how the activities are actually performed, deadlines, etc?

Is the course comparable to traditionally delivered course in terms of rigor, depth, and breadth?

Assignments:

Are the assignments clearly laid out and described?

Are the evaluation criteria for assignments clearly described?

Are the number and kind of written assignments appropriate?

Discussion Forums:

Do the students have ample opportunity to interact with one another, thereby creating a sense of “classroom”?

Is the instructor visible in the forums, frequently making comments and suggestions (without appearing to control the discussion)?

Are the discussion topics relevant to the learning objectives?

Are students encouraged to participate (by the grading policy and/or instructor enthusiasm)?

Does instructor encourage civility in inter-student online communications?

Evaluations

Is there a sufficient number of evaluative activities (quizzes, essays, etc)?

Is the level of the evaluation activities appropriate for the level of the course?

Are the evaluation results (grades) available in a timely manner?

Email communications.

It may be a sensitive issue as to whether the evaluation committee has access to student-instructor email communication, but there should be assurances that student emails are responded to in a timely fashion and that student questions and problems are satisfactorily resolved (the end-of-course survey may be the best criterion for this.)

Textbook:

Is the textbook appropriate for the course?