iRubric: Student Engagement rubric

Clear achievement of learning goals is not present in the course.

Course activities sometimes allow for the achievement of learning objectives although their relationship is not always clear. Objectives may not be written from the learner perspective.

Course activities often allow for achievement of learning objectives but their alignment is not always clear. Objectives are written from the learner’s perspective.

Course activities clearly and consistently encourage the achievement of listed learning objectives. Objectives are written from the learner’s perspective.

Assignment expectations are not listed or minimal requirements can be found. No use of rubrics or sample works.

Assignment expectations are not always clearly stated or may be difficult to find. Grading rubrics or sample assignments are not provided.

Assignment expectations are listed, but grading rubrics or samples assignments are not always provided or may be found but provide limited guidance.

Requirements, grading rubrics and/or sample works are consistently provided to make assignment expectations clear.

Limited to no instructor presence in the course.

Communication and course feedback is sparse.

The instructor is sometimes present in course interactions and provides occasional feedback.

The instructor is an active presence in the course (announcements, discussion posts, assignment feedback).

Information about how to reach the instructor is not present.

Instructor availability is difficult to find in the course or syllabus and may be unclear.

Instructor information is present and easily located in the course or syllabus but response time and availability may be unclear.

Instructor availability, preferred contact information, and expected response time is stated and easily located in the syllabus or course.