| Area of Course Scored |
Score of 1 |
Score of 2 |
Score of 3
*Benchmark* |
Score of 4 |
| Announcementsused to bring attention to new items |
Never used |
Used sparingly |
Available when needed |
Used often and well to bring attention to new items in course |
| Course Informationincludes a course syllabus, information about structure of online course, and helpful hints |
No course information supplied |
Includes a very brief outline of the course and very few informational details |
Includes a course syllabus, grading policies (high school), structure/navigation information for the course |
Includes all the items in a score of 3 and extra helpful hints. Very detailed and informative |
| Staff Informationincludes teacher biography, contact information, & photo |
Only name and e-mail provided |
Very basic contact information with office hours & e-mail |
Includes a teacher biography and all contact information needed by students & parents |
All contact and biography information of teacher provided. Also includes photo and extras |
| Course Documentsare forms that are usable in many lessons throughout the course |
No course documents |
A few (2-3) documents are available |
Course documents are appropriate for course needs. Directions for how to use documents and which lessons to use them with are provided. |
Course documents are plentiful and include information for how to best use them is provided. Documents are also found in lessons that they fit into in Assignments area. |
| Web Sitesare web sites appropriate for use with course lessons |
No external links |
A few links (3-5) are provided. No directions to let user know where to use the sites. |
Links are appropriate for the course topics and age of students. Links are organized in folders by topic. Directions for when to use links are provided. |
Links are plentiful, organized in folders, appropriate for students' age, and enrich the lessons within the course. |
| AssignmentsLessons and activities for the students |
Assignments are very sparsely written and are not well organized in folders. |
Assignments are there but not organized well, lacks directions that are easy to follow |
Assignments are appropriate for the students. They are well organized in folders and directions are easy to follow. |
Assignments are excellent. Extras abound. Organization is exemplary. |
| Proper Conventionsin spelling and grammar |
Many errors in spelling and grammar making assignments hard to follow. |
Some errors in spelling and grammar. Need to spell check more often before uploading lessons. |
Very few spelling and grammar errors. Easy to understand directions and follow them throughout the course. |
Convention elements are exemplary. |
| Books |
No books listed |
A few books or journals are listed |
A variety of books and journals that correlate with lessons are listed |
A wide variety of required and related materials are provided with a bibliography as well as a description |
| Instructionsto parents and students |
Instructions are often not included but instead are assumed. |
Instructions are very broad and often hard to follow. |
Instructions are easy to follow and explanations are appropriate for the students' age level. |
Instructions are excellent. The parents and students are given all the information they need to complete lessons. Details are often added. |
| Rollout Deadlinesdeadlines for making lessons available each quarter |
Never on time |
A few assignments missing at rollout |
All lessons and course information ready at rollouts |
Ready before rollouts and continues to add extras after rollout occurs. |
| Online Assessments |
Not provided |
A few major tests (units tests) |
Use of online testing is done for chapters, units and projects. |
Use of online testing goes beyond major units/chapters. |
| Mentoring OnlineParent/student contact |
Never initiates contact with parents/students. |
E-mails seldom and very brief with replies. The mentor never initiates contact with parents/students. |
E-mails often. Initiates contact with students/parents on a regular basis. Doesn't just wait for parents/students to ask questions. Has a mentoring relationship with parents/students. |
Goes beyond expectations in contacts with parents/students. Goes into detail when answering students/parents concerns. |
| Tegrity SessionsUse of video in course |
No Tegrity sessions in course |
Very few Tegrity sessions to supplement course |
Use of Tegrity sessions to introduce new concepts and demonstrate information |
Instructor goes beyond expectations of Tegrity sessions to introduce new concepts |
