Memorandum of Understanding
Scoring Rubric
Defines the full expectations to be evaluated in sections 2-5 in appendix B of the MOU.





2
Score 9.0-10:
Score 8.0-8.9:
Score 7.0-7.9:
Score 6.0-6.9:
Score 0-5.9:
Structure, Organization
and Accessibility
Excellent (90%)
Good (80%)
Average (70%)
Acceptable with no Extra Compensation (60%)
Revisions required (Below 60%)
Excellent
Good
Average
Acceptable
Revisions Required
9.0 - 10 Points
8.0 - 8.9 Points
7.0 – 7.9 Points
6.0 – 6.9 Points
0 - 5.9 Points
• Most text-based
• Some text-based
• Few text-based
• Text-based resources,
resources, including
resources, including
resources, including
including articles, journals,
articles, journals, textbooks, articles, journals, textbooks,
articles, journals,
textbooks, lecture notes,
lecture notes, etc. are
lecture notes, etc. are
textbooks, lecture notes,
etc. are provided in a way
provided in a way that
provided in a way that
etc. are provided in a way
that allows for screenCourse resources are
allows for screen-reading
allows for screen-reading
that allows for screenreading technology.
accessible in accordance
technology.
technology.
reading technology.
2.1
• Alt-text is provided on all
with the Americans with
• Alt-text is provided on
• Alt-text is provided on
• Alt-text is provided on
image resources.
Disabilities Act
most image resources.
some image resources.
some image resources.
• Captions are provided on
• Captions are provided on • Captions are provided on • Captions are provided on
video resources.
most video resources.
some video resources.
few video resources.
• Transcriptions are
• Transcriptions are
• Transcriptions are
• Transcriptions are
provided for audio
provided for most audio
provided for some audio
provided for few audio
resources.
resources.
resources.
resources.
• Text-based resources,
including articles,
journals, textbooks,
lecture notes, etc. are not
provided in a way that
allows for screen-reading
technology.
• Alt-text is not provided
on image resources.
• Captions are not
provided on video
resources.
• Transcriptions are not
provided for audio
resources.
• Course materials are
• Most course materials are • Some course materials
organized by modules and organized by modules and are organized by modules
use appropriate delivery
use appropriate delivery
and use appropriate
Course materials are
formats such as HTML or
formats such as HTML or
delivery formats such as
2.2 organized by modules or text-based PDF formatting. text-based PDF formatting. HTML or text-based PDF
learning units
• Each module contains
• Most modules contain
formatting.
learning objectives
learning objectives
• Some modules contain
describing outcomes that
describing outcomes that
learning objectives
are measurable and
are measurable and
describing outcomes that
• Course materials are not
organized by modules or
use appropriate delivery
formats such as HTML or
text-based PDF
formatting.
• Modules do not contain
learning objectives
describing outcomes that
• Few course materials are
organized by modules and
use appropriate delivery
formats such as HTML or
text-based PDF formatting.
• Few modules contain
learning objectives
describing outcomes that
are measurable and
consistent with the overall
course-level objectives.
• The course design
facilitates usability from the
student’s perspective. Text
color, font size, and type
are readable and consistent
throughout the course with
proper headings and
formats. Course topics,
discussions, assessments,
and dropbox folders are
named consistently within
each tool.
2.3
3
3.1
consistent with the overall
course-level objectives.
• The course design
facilitates usability from the
student’s perspective. Text
color, font size, and type
are readable and consistent
throughout the course with
proper headings and
formats. Course topics,
discussions, assessments,
and dropbox folders are
named consistently within
each tool.
• All internal and external
• All internal and external
hyperlinks are valid.
hyperlinks are valid.
External content is mostly
External content is relevant
relevant to the desired
to the desired learning
learning outcomes of the
outcomes of the course.
course.
• Third-party resources
• Most third-party
External resources are
meet accessibility
resources meet accessibility
available and accessible
guidelines, including
guidelines, including
scanned text, audio and
scanned text, audio and
video.
video.
• Resources are provided
• Resources are provided
for any plug-ins, software,
for most plug-ins, software,
players, etc. necessary for
players, etc. necessary for
accessing external content.
accessing external content.
Instructional Design
9.0 - 10 Points
• Both the purpose of
instructional materials and
how the materials are to be
used for learning activities
The purpose of all
are clearly explained.
instructional material is Instructional materials and
clear
learning activities should
contribute to the
achievement of the stated
course and module learning
objectives or competencies.
are measurable and
consistent with the overall
course-level objectives.
• The course design
facilitates usability from the
student’s perspective. Text
color, font size, and type
are readable and consistent
throughout the course with
proper headings and
formats. Course topics,
discussions, assessments,
and dropbox folders are
named consistently within
each tool.
consistent with the overall
course-level objectives.
• The course design
facilitates usability from
the student’s perspective.
Text color, font size, and
type are readable and
consistent throughout the
course with proper
headings and formats.
Course topics, discussions,
assessments, and dropbox
folders are named
consistently within each
tool.
• All internal and external
• Most internal and
hyperlinks are valid.
external hyperlinks are
External content is usually
valid.
relevant to the desired
• External content is not
learning outcomes of the
truly relevant to the
course.
desired learning outcomes
• Some third-party
of the course.
resources meet accessibility
• Third-party resources are
guidelines, including
not accessible.
scanned text, audio and
• Few resources are
video.
provided for plug• Resources are provided
ins/software/ players
for some plug-ins, software,
necessary for external
players, etc. necessary for
content.
accessing external content.
8.0 - 8.9 Points
7.0 – 7.9 Points
• Both the purpose of the
instructional materials and
how the materials are used
for learning are somewhat
explained. Instructional
materials and learning
activities contribute to the
achievement of the state
course and module learning
objectives or competencies.
• The purpose of the
instructional materials and
how the materials are used
for learning is vaguely
explained.
Instructional materials and
learning activities
contribute to the
achievement of the stated
course and module learning
objectives and
6.0 – 6.9 Points
are measurable and
consistent with the overall
course-level objectives.
• The course design does
not facilitate usability
from the student’s
perspective. Text color,
font size, and type are not
readable and consistent
throughout the course
without proper headings
and formats. Course
topics, discussions,
assessments, and dropbox
folders are not named
consistently within each
tool.
• Many internal and
external hyperlinks are
unavailable.
• External content is not
relevant to the desired
learning outcomes of the
course.
• Third-party resources
are not accessible.
• No resources are
provided for plugins/software/ players
necessary for external
content.
0 - 5.9 Points
• The purpose of
• The purpose of
instructional materials and
instructional materials
how the materials are to be and how the materials are
used for learning activities
to be used for learning
are minimally explained.
activities are not
Instructional materials do
explained. Instructional
not contribute to the
materials do not
achievement of the stated
contribute to the
course and module
achievement of the stated
learning objectives or
course and module
competencies.
learning objectives or
competencies.
• Instructional materials
make use of a wide variety
of content types including
originally created text,
audio and video
presentations, as well as
third-party or publisher
material.
Instructional material is • Instructional materials are
comprehensive and
comprehensive enough to
3.2 varied, including original fulfill the course objectives
content and
and should be assessed by
supplemental material
the instructor as relevant
and applicable to the
course learning objectives.
• Course demonstrates
faculty and student
engagement with pre-built
material or alternative
instructional methods such
as robust discussions.
• Instructional materials
• Instructional materials
make use of some variety
make use of a variety of
of content types including
content types including
originally created text,
originally created text,
audio and video
audio and video
presentations, as well as
presentations, as well as
third-party or publisher
third-party or publisher
material.
material.
• Some instructional
• Most instructional
material is comprehensive
material is comprehensive
enough to fulfill the course
enough to fulfill the course
objectives and should be
objectives and should be
assessed by the instructor
assessed by the instructor
as relevant and applicable
as relevant and applicable
to the course learning
to the course learning
objectives.
objectives.
• Course demonstrates
• Course demonstrates
some faculty and student
faculty and student
engagement with some
engagement with pre-built
pre-built material or
material or alternative
alternative instructional
instructional methods such
methods such as robust
as robust discussions.
discussions.
competencies.
• Instructional materials
• Instructional materials
make use of a small variety
have no variety of content
of content types including
types including originally
originally created text,
created text, audio and
audio and video
video presentations, as
presentations, as well as
well as third-party or
third-party or publisher
publisher material.
material.
• Instructional material is
• Some instructional
not comprehensive
material is comprehensive
enough to fulfill the
enough to fulfill the course
course objectives and
objectives and should be
should be assessed by the
assessed by the instructor
instructor as relevant and
as relevant and applicable
applicable to the course
to the course learning
learning objectives.
objectives.
• Course demonstrates a
• Course demonstrates a
lack of faculty and student
lack of faculty and student
engagement with no preengagement with little prebuilt material or
built material or alternative
alternative instructional
instructional methods such
methods.
as robust discussions.
3.3
• Most tools such as news • Some tools such as news • Few tools such as news
• Tools such as news
• Tools such as news items,
items, discussions,
items, discussions,
items, discussions,
items, discussions,
discussions, assessments,
Course design takes full
assessments, checklists,
assessments, checklists,
assessments, checklists,
assessments, checklists,
checklists, rubrics,
advantage of
rubrics, intelligent agents, rubrics, intelligent agents, rubrics, intelligent agents, rubrics, intelligent agents,
intelligent agents, etc. are
appropriate tools and
etc. are used appropriately etc. are used appropriately etc. are used to support the
etc. are not used to
used appropriately to
media
to support the course
to support the course
course objectives. Few
support the course
support the course
objectives. Tools are
objectives. Tools are
tools are accessible to all
objectives. Tools are not
objectives.
accessible to all students.
accessible to all students.
students.
accessible to all students.
3.4
• Software and audio/video
hardware requirements are
up-to-date and do not
extend beyond basic sound
cards, speakers, and video
Course technologies are
players unless needed to
current, supported and
meet course goals and
readily obtainable
objectives. Any special
requirements should be
communicated to the
student in advance.
• Guides, instructions
• Most software and
• Most software and
• Few software and
audio/video hardware
audio/visual hardware
audio/visual hardware
requirements are up-torequirements are up-torequirements are up-todate and do not extend
date and do not extend
date and may extend
beyond basic sound cards, beyond basic sound cards, beyond basic sound cards,
speakers, and video players speakers, and video players
speakers, and video
unless needed to meet
unless appropriately
players.
course goals and objectives. needed to meet course
• Guides, instructions
Any special requirements
goals and objectives.
and/or demonstrations for
should be communicated to
• Guides, instructions
required software,
the student in advance.
and/or demonstrations for hardware, or services are
• Guides, instructions
some required software,
rarely provided.
• Software and
audio/visual hardware
requirements are not upto-date and possibly
extend beyond basic
sound cards, speakers,
and video players unless
appropriately needed to
meet course goals and
objectives.
• Guides, instructions
and/or demonstrations
4
Assessment and
Evaluation of Student
Learning
and/or demonstrations for
required software,
hardware, or services are
provided.
• Audio and video materials
are hosted and streamed
outside of the Learning
Management System, using
hosting services such as
YouTube, Vimeo, Tegrity, or
other ETSU Online
approved services.
• Multimedia materials are
high quality without audio
or video disturbances.
Multimedia file length is
adequate to meet course
goals without being too
large to restrict users'
ability to download the file
on computers with lower
bandwidth.
and/or demonstrations for
most required software,
hardware, or services are
provided.
• Most audio and video
materials are hosted and
streamed outside of the
Learning Management
System, using hosting
services such as YouTube,
Vimeo, Tegrity, or other
ETSU Online approved
services.
• Most multimedia
materials are high quality
without audio or video
disturbances. Multimedia
file length is adequate to
meet course goals without
being too large to restrict
users' ability to download
the file on computers with
lower bandwidth.
9.0 - 10 Points
8.0 - 8.9 Points
hardware, or services are
• Few audio and video
for required software,
provided.
materials are hosted and
hardware, or services are
• Some audio and video
streamed outside of the
not provided.
materials are hosted and
Learning Management
• Audio and video
streamed outside of the
System, using hosting
materials are not hosted
Learning Management
services such as YouTube,
and streamed outside of
System, using hosting
Vimeo, Tegrity, or other
the learning management
services such as YouTube,
ETSU Online approved
system.
Vimeo, Tegrity, or other
services.
• Multimedia materials
ETSU Online approved
• Few multimedia materials are not high quality and
services.
are high quality without
include audio or video
• Some multimedia
audio or video
disturbances. Multimedia
materials are high quality disturbances. Multimedia
file length is inadequate
without audio or video
file length is adequate and
and does not meet the
disturbances. Multimedia
meets the course goals
course goals without
file length is adequate and without being too large to being too large to restrict
meets the course goals
restrict users’ ability to
users’ ability to download
without being too large to
download the file on
the file on computers with
restrict users’ ability to
computers with lower
lower bandwidth.
download the file on
bandwidth.
computers with lower
bandwidth.
7.0 – 7.9 Points
6.0 – 6.9 Points
0 - 5.9 Points
• Learning outcomes are
• Learning outcomes are
• Learning outcomes are
• Learning outcomes are
• Learning outcomes are
assessed on a continuous
assessed frequently
assessed intermittently
assessed rarely through
not assessed on a
basis through quizzes,
through timed quizzes,
through timed quizzes,
timed quizzes, group and
continuous basis through
group and individual
group and individual
group and individual
individual projects, taketimed quizzes, group and
projects, take-home tests, projects, take-home tests, projects, take-home tests,
home tests, open-book
individual projects, takeopen-book exams, and/or open-book exams, and/or open-book exams, and/or exams, and/or assessment
home tests, open-book
other assessment means
assessment means
assessment means
means applicable to the
exams, and/or assessment
Assessment methods are applicable to the particular applicable to the particular applicable to the particular
particular course.
means applicable to the
varied and provide
course.
course.
course.
• Statements regarding
particular course.
4.1 multiple opportunities
• Course includes a clear
• Course includes a
• Course includes general method, timing, and tools • Course does not include
for students to measure
and detailed statement
somewhat clear and
statement regarding
used by the instructor to
a statement regarding
their progress
regarding the method,
detailed statement
method, timing, and tools
provide feedback on
method, timing, and tools
timing and tools used by
regarding method, timing,
used by the instructor to
assignments and activities
used by the instructor to
the instructor to provide
and tools used by the
provide feedback on
are unclear.
provide feedback on
feedback on assignments
instructor to provide
assignments and activities.
• It is unclear how
assignments and
and activities.
feedback on assignments
• Assessments and
assessments and activities
activities.
• Assessments and
and activities.
activities help measure the help measure the student’s
• Assessments and
activities should help
• Assessments and
student’s degree of
degree of competency in
activities do not measure
measure the student’s
activities help measure the competency in relation to
relation to course
the student’s degree of
degree of competency in
relation to course
objectives.
• Course includes a clear
and detailed statement
regarding the method and
tools used by students to
submit assignments,
including location of
assignment submission
Assignment expectations
(typically the course
are explicitly
dropbox), any file type
4.2
communicated,
requirements, etc.
including detailed
• Assignments include
submission directions detailed expectations such
as rubrics and/or examples.
• Practice tests are included
to help students become
familiar with the Learning
Management System
assessment tool before an
actual test.
student’s degree of
competency in relation to
course objectives.
• Course indicates
somewhat detailed
statement regarding the
method and tools used by
students to submit
assignments, including
location of assignment
submission, any type of file
requirements, etc.
• Most assignment
expectations include rubrics
and/or examples
• Practice tests are included
to help students become
familiar with the LMS
assessment tool before an
actual test.
• Students have easy access
• Students have access to
to the grades tool housed
an online gradebook
in the Learning
Gradebook is secure and
housed in the learning
Management System.
grants easy access to upmanagement system.
4.3
• The learning management
to-date grade
• Gradebook is configured
system Grades Tool is
information
correctly to include most
configured correctly to
graded items for the
include any graded items
course.
from the course.
5
Instructor Presence,
Interaction and
Communication
9.0 - 10 Points
8.0 - 8.9 Points
course objectives.
objectives.
competency in relation to
course objectives.
• Course indicates a general
• Course statements
statement regarding the
regarding the method and
method and tools used by tools used by students to
students to submit
submit assignments,
assignments, including
including location of
location of assignment
assignment submission,
submission, any type of file
any type of file
requirements, etc.
requirements, etc., is
• Some assignment
unclear
expectations include rubrics
• Few assignment
and/or examples
expectations include
• Practice tests are not
rubrics and/or examples
included to help students
• Practice tests are not
become familiar with the
included to help students
LMS assessment tool
become familiar with the
before an actual test.
LMS assessment tool
before an actual test.
• Course does not include
a statement regarding the
method and tools used by
students to submit
assignments, including
location of assignment
submission, any type of
file requirements, etc.
• Assignment
expectations do not
include rubrics and/or
examples
• Practice tests are not
included to help students
become familiar with the
LMS assessment tool
before an actual test.
• Students have access to
an online gradebook
housed in the learning
• Gradebook is configured
management system.
incorrectly and does not
• Gradebook is configured include all graded items for
correctly to include some
the course.
graded items for the
course.
• Students do not have
access to an online
gradebook housed in the
learning management
system.
7.0 – 7.9 Points
• An announcement
• An announcement
• No welcoming
welcomes and directs
welcomes and directs
announcement is present,
students to the course
students to the course
but the course has an
introduction and syllabus. introduction and syllabus.
introduction.
Course includes an
• The course introduction • The course introduction • The course introduction
5.1
introduction and
establishes the instructor’s establishes the instructor’s establishes the instructor’s
welcome announcement
presence, overviews the
presence, overviews the
presence, overviews the
course, provides clear
course, provides some
course, provides clear
direction for getting
directions for getting
directions for getting
started, and initiates a
started, and initiates a
started, and initiates a
6.0 – 6.9 Points
0 - 5.9 Points
• No welcoming
announcement is present,
but the course has an
introduction.
• The course introduction
does not establish the
instructor’s presence,
overviews the course,
provides clear directions
for getting started, or
• There is no welcoming
announcement.
• There is no course
introduction available for
students.
positive learning
environment.
5.2
Course fosters
student/student and
student/faculty
interaction
• Learning activities foster
instructor-student, studentcontent and studentstudent interaction.
• Student participation and
attendance is defined,
including how early
semester progress
reporting and attendance
reporting will be
determined. A mechanism
for measuring quality and
quantity is provided.
• Students have a wide
range of opportunities to
interact through a robust
discussion forum, chat
sessions, audio
conferencing or group
projects.
• Course interaction
requirements and
expectations are clear and
include rubrics and/or
examples.
positive learning
environment.
positive learning
environment.
• Most learning activities
foster instructor-student,
• Some learning activities
student-content, and
foster instructor-student,
student-student
student-content, and
interaction.
student-student
• Student participation is
interaction.
defined and a mechanism
• Student participation is
for measuring quality and
defined.
quantity is provided.
• Students have some
• Students have
opportunities to interact
opportunities to interact
through a robust discussion
through a robust discussion
forum, chat sessions, audio
forum, chat sessions, audio
conferencing, or group
conferencing, or group
projects.
projects.
• Course interaction
• Course interaction
requirements and
requirements and
expectations are clear, but
expectations are somewhat
no rubrics are provided.
clear and include rubrics
and/or examples.
initiates a positive learning
environment.
• Learning activities do not
foster instructor-student,
student-content, and
student-student
interaction.
* Student participation is
• Learning activities are
not defined.
not present in the course.
*Students have limited or
• Student participation is
no opportunities to interact
not defined.
through a robust discussion
• Students have no
forum, chat sessions, audio
opportunities to interact.
conferencing, or group
projects.
*Course interaction
requirements and
expectations are unclear
and rubrics examples are
not provided.