This set of online course characteristics emphasizes purposeful assessment design
and meaningful feedback to measure and support student learning.
It focuses on alignment with course objectives, varied and authentic assessments,
transparent grading practices, ongoing faculty and student feedback, organized gradebook
use, and clear expectations for academic integrity.
Feedback
This category describes instructors’ provision of timely feedback through the use
of assessment instructions, rubrics, and grades
Assessment and Feedback Characteristics
Assessments Provide Evidence of Meeting CLOs
Assessments provide evidence of the degree to which students have met or not met the
course learning objectives (CLO).
Online Course Design, Alignment
Prefer editable text within the LMS (e.g., D2L HTML editor) instead of image-based
PDFs whenever possible.
Resource(s) and Consideration(s):
Consider what observable evidence (e.g., assignments, projects, exams, written work,
or surveys) demonstrates student achievement of CLOs. The University of Utah’s Identify Evidence resource provides guidance for identifying meaningful evidence of learning outcomes
and aligning assessments with intended learning goals. .
Note: If you have a resource you think would be a good example of this characteristic, please
complete this form.
Relationship Between Assessments, Instructional Materials, and CLOs Clear
The relationship between the assessments, the instructional materials and learning
activities, and the CLOs are clearly explained.
Online Course Design, Alignment
Prefer editable text within the LMS (e.g., D2L HTML editor) instead of image-based
PDFs whenever possible.
Resource(s) and Consideration(s):
Clearly communicate how assessments, instructional materials, and learning activities
support course learning objectives (CLOs) to help students understand the purpose
and relevance of course components.
Consider using an alignment map, module overview, or brief explanation (e.g., “This
activity supports CLO #2”) to make connections between learning materials, activities,
and assessments more transparent.
Bridge to Quality: A QM Online Course Design Guide provides examples and strategies for aligning course objectives, instructional materials,
learning activities, and assessments to support meaningful learning.
Note: If you have a resource you think would be a good example of this characteristic, please
complete this form.
Multiple Types of Assessments
Multiple types of assessments (e.g., team projects, videos, presentation, papers,
quizzes) are included which are suited to the course level.
Online Course Design, Assessment, Sequencing
Prefer editable text within the LMS (e.g., D2L HTML editor) instead of image-based
PDFs whenever possible.
Resource(s) and Consideration(s):
Select assessments appropriate to the course level and cognitive rigor expected (e.g.,
introductory vs. graduate level).
Consider balancing individual and collaborative assessments when appropriate.
Note: If you have a resource you think would be a good example of this characteristic, please
complete this form.
Formative Assessments to Prove Frequent Feedback
Formative, low-stakes assessments early and throughout the course provide students
with frequent feedback.
Online Course Design, Assessment, Sequencing
Prefer editable text within the LMS (e.g., D2L HTML editor) instead of image-based
PDFs whenever possible.
Note: If you have a resource you think would be a good example of this characteristic, please
complete this form.
Self-Assessment Opportunities Throughout the Course
Opportunities to self-assess learning are provided throughout the course (e.g., pre-tests,
self-tests with feedback, reflective assignments, peer assessment, etc.).
Online Course Design, Assessment, Sequencing
Prefer editable text within the LMS (e.g., D2L HTML editor) instead of image-based
PDFs whenever possible.
Resource(s) and Consideration(s):
Self-assessment help students develop self-regulation, autonomy, and metacognitive
awareness by encouraging them to reflect on their progress and identify areas for
improvement.
The Ohio State University Guide provides practical strategies for using self-assessment to promote reflection, independent
learning, and continuous improvement.
Note: If you have a resource you think would be a good example of this characteristic, please
complete this form.
Assessments Embody Real-World Applications
Assessments embody authentic, practical, and real-world applications when possible.
Online Course Design, Assessment, Sequencing
Prefer editable text within the LMS (e.g., D2L HTML editor) instead of image-based
PDFs whenever possible.
Resource(s) and Consideration(s):
Authentic assessments can increase relevance and engagement by asking students to
apply knowledge and skills in meaningful, real-world contexts.
Note: If you have a resource you think would be a good example of this characteristic, please
complete this form.
Grading Criteria
Grading criteria are provided to students when the assessment is assigned.
Online Course Design, Grading, Rubric
Prefer editable text within the LMS (e.g., D2L HTML editor) instead of image-based
PDFs whenever possible.
Resource(s) and Consideration(s):
Consider providing rubrics, scoring guides, or performance descriptors that outline
expectations for different levels of achievement and support transparency in grading.
The UIC Rubrics Guide provides practical guidance on developing effective rubrics to clarify expectations,
support consistent grading, and improve feedback quality.
Note: If you have a resource you think would be a good example of this characteristic, please
complete this form.
Rubrics Provided Prior to Submission
Rubrics, if used, are provided to students prior to the submission of assignments/
assessments.
Online Course Design, Grading, Rubric, Gradebook
Prefer editable text within the LMS (e.g., D2L HTML editor) instead of image-based
PDFs whenever possible.
Resource(s) and Consideration(s):
Consider using LMS-integrated rubrics to support consistent grading and transparent
feedback
Note: If you have a resource you think would be a good example of this characteristic, please
complete this form.
Multiple Opportunities for Feedback
Multiple opportunities for educational/informative feedback are provided using available
methods (e.g., synchronous conversations, text, rubrics, video)
Online Course Design, Feedback
Resource(s) and Consideration(s):
The emphasis is not only on delivering feedback efficiently, but also on ensuring
it meaningfully supports student learning and improvement.
How to Give Your Students Better Feedback with Technology guides when to use multimedia feedback, characteristics of high-quality feedback,
and strategies for saving time while maintaining effectiveness. (Note: You will need
to create an account on this site to access this article.)
Note: If you have a resource you think would be a good example of this characteristic, please
complete this form.
Opportunity for Student Feedback
There is an opportunity for students to provide feedback during the course.
Online Course Design, Feedback
Resource(s) and Consideration(s):
Include opportunities for mid-course feedback through surveys. Clearly communicate
how student feedback may be used to improve the learning experience.