[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-394378-105":59,"doc-detail-394378-en":124},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":117,"head_meta":119,"extra_data":121,"updated_unix":123},105,"en","specific-review-standards-from-the-qm-higher-education-rubric-seventh-edition","Specific Review Standards from the QM Higher Education Rubric - Seventh Edition","","Specific Review Standards from the QM Higher Education Rubric, Seventh Edition, presents detailed review criteria organized across key areas of course design and delivery. It specifies expectations for course overview and introduction, measurable learning objectives, aligned assessment and measurement, instructional materials, learning activities and interaction, supporting course technology, learner support services, and accessibility and usability. Each criterion includes points guidance to support consistent evaluation of course quality, learning outcomes, integrity, and learner engagement.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/specific-review-standards-from-the-qm-higher-education-rubric-seventh-edition/394378/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Miles","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-26",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What standards are covered under Course Overview and Introduction?","Question",{"text":106,"@type":107},"The standards cover clear startup instructions, course purpose and structure, communication guidelines, relevant course and institutional policies, technology requirements, prior knowledge expectations, instructor self-introduction, and opportunities for learner self-introduction.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"How does the rubric evaluate Learning Objectives (Competencies)?",{"text":111,"@type":107},"It requires course-level and module/unit-level objectives to be measurable, learner-centered, clearly stated, prominently located, and aligned with the course level while explaining the relationship among objectives, activities, and assessments.",{"name":113,"@type":104,"acceptedAnswer":114},"What does the rubric require for Accessibility and Usability?",{"text":115,"@type":107},"It requires navigation ease, readability, accessible text, accessible images, accessible video and audio, easy-to-use multimedia, and vendor accessibility statements for the technologies used.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},394378,1790402594,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":81},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Specific Review Standards from the QM Higher Education Rubric, Seventh Edition  \nStandards Specific Review Standards Points  \n\n| Course Overview and Introduction | 1. 1: Instructions make clear how to get started and where to find various course components.\u003Cbr>1. 2: Learners are introduced to the purpose and structure of the course.\u003Cbr>1.3: Communication guidelines for the course are clearly stated.\u003Cbr>1.4: Course and institutional policies with which the learner is expected to comply are clearly stated within the course, or a link to current policies is provided.\u003Cbr>1.5: Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.\u003Cbr>1. 6: Technical skills and digital information literacy skills expected of the learner are clearly stated.\u003Cbr>1.7: Required prior knowledge in the discipline and/or any specific competencies are clearly stated in the course site.\u003Cbr>1.8: The self-introduction by the instructor is welcoming and is available in the course site.\u003Cbr>1.9: Learners have the opportunity to introduce themselves. | 3\u003Cbr>3\u003Cbr>2\u003Cbr>2\u003Cbr>2\u003Cbr>1\u003Cbr>1\u003Cbr>1\u003Cbr>1 |\n| --- | --- | --- |\n| Learning Objectives (Competencies) | 2.1: The course-level learning objectives describe outcomes that are measurable.\u003Cbr>2. 2: The module/unit-level learning objectives describe outcomes that are measurable and consistent with the course-level objectives.\u003Cbr>2.3: Learning objectives are clearly stated, are learner-centered, and are prominently located in the course.\u003Cbr>2.4: The relationship between learning objectives, learning activities, and assessments is made clear.\u003Cbr>2.5: The learning objectives are suited to and reflect the level of the course. | 33\u003Cbr>333 |\n| Assessment and Measurement | 3. 1: The assessments measure the achievement of the stated learning objectives.\u003Cbr>3. 2: The course grading policy is stated clearly, available at the beginning of the course, and consistent throughout the course site.\u003Cbr>3.3: Specific and descriptive criteria are provided for the evaluation of learners’ work, and their connection to the course grading policy is clearly explained.\u003Cbr>3.4: The course includes multiple types of assessments that are sequenced and suited to the level of the course.\u003Cbr>3.5: The types and timing of assessments provide learners with multiple opportunities to track their learning progress with timely feedback.\u003Cbr>3.6: The assessments provide guidance to the learner about how to uphold academic integrity. | 3\u003Cbr>3\u003Cbr>3\u003Cbr>2\u003Cbr>2\u003Cbr>1 |\n| Instructional Materials | 4. 1: The instructional materials contribute to the achievement of the stated learning objectives.\u003Cbr>4. 2: The relationship between the use of instructional materials in the course and completion of learning activities and assessments is clearly explained.\u003Cbr>4.3: The course models the academic integrity expected of learners by providing both source references and permissions for use of instructional materials.\u003Cbr>4.4: The instructional materials represent up-to-date theory and practice in the discipline.\u003Cbr>4.5: A variety of instructional materials is used in the course. | 33\u003Cbr>2\u003Cbr>22 |\n| Learning Activities and Learner Interaction | 5.1: The learning activities help learners achieve the stated objectives.\u003Cbr>5. 2: Learning activities provide opportunities for interactions that support active learning.\u003Cbr>5.3: The instructor’s plan for regular interaction with learners in substantive ways during the course is clearly stated.\u003Cbr>5.4: The requirements for learner interaction are clearly stated. | 3\u003Cbr>3\u003Cbr>3\u003Cbr>2 |\n| Course Technology | 6.1: The tools used in the course support the learning objectives.\u003Cbr>6.2: Course tools promote learner engagement and active learning.\u003Cbr>6.3: A variety of technology is used in the course.\u003Cbr>6.4: The course provides learners with information on protecting their data and privacy. | 3211 |\n| Learner\u003Cbr>Support | 7. 1: The course instructions articulate or link to a cl","cbCailHGQlAR5q8s","https://ap.wps.com/l/cbCailHGQlAR5q8s","pdf",178381,"English","# Course Overview and Introduction\n# Learning Objectives (Competencies)\n# Assessment and Measurement\n# Instructional Materials\n# Learning Activities and Learner Interaction\n# Course Technology\n# Learner Support\n# Accessibility and Usability","[{\"question\":\"What standards are covered under Course Overview and Introduction?\",\"answer\":\"The standards cover clear startup instructions, course purpose and structure, communication guidelines, relevant course and institutional policies, technology requirements, prior knowledge expectations, instructor self-introduction, and opportunities for learner self-introduction.\"},{\"question\":\"How does the rubric evaluate Learning Objectives (Competencies)?\",\"answer\":\"It requires course-level and module/unit-level objectives to be measurable, learner-centered, clearly stated, prominently located, and aligned with the course level while explaining the relationship among objectives, activities, and assessments.\"},{\"question\":\"What does the rubric require for Accessibility and Usability?\",\"answer\":\"It requires navigation ease, readability, accessible text, accessible images, accessible video and audio, easy-to-use multimedia, and vendor accessibility statements for the technologies used.\"}]","Specific Review Standards from the QM Higher Education Rubric - Seventh Edition | PDF"]