How to Build a Capsule Wardrobe

Course Evaluation/QA Rubric

Module Topic and Overall Arrangement

comments are enabled in the Review 360 link

menu is visible and open for the reviewer

the module is reviewed for quality assurance (QA’d) via the Review 360 link to ensure

proper functionality

module contains all required components/lessons that were mentioned in the

directions:

Introductory Page

Introductory Lesson that includes:

Relevant company information

Primary learner information

Learning Objectives

3 distinct content lessons, each including a full subtopic’s worth of content and

interactivity

Knowledge Check(s)

Final graded quiz

Summary

content is chunked by topics or learning objectives and knowledge checks are placed

between topics after a reasonable amount of content has been conveyed

the lesson titles clearly indicate the subtopics that they will cover

the summary and conclusion appropriately summarizes the key points of the module

and congratulates the learner on reaching the end of the module

Learning Objectives

all learning objectives begin with a verb (action word) and only one verb is used for

each learning objective

learning objectives are targeted and realistic (avoid objectives that are too broad or

necessitate incorporating a wide range of content to achieve)

learning objectives follow the S.M.A.R.T. criteria framework

learning objectives are measurable within the confines of an eLearning module (i.e. a

graded assessment and/or scenario-based assessment have the capacity to evaluate

the learner’s ability to achieve the learning objectives)

module is limited to about 2-4 learning objectives to ensure that the eLearning sample

is reduced to a reasonable length for a coach/recruiter/hiring manager to review

learning objectives align with the primary learner’s level of understanding and skill

relevant to the module content

Chunking and Scaffolding Content

content is grouped by topic or according to the learning objectives

each section of content is clearly defined and expanded upon sufficiently to convey the

level of understanding needed to achieve the learning objectives

content is ordered in a way that makes sense (foundational information followed by

deeper levels of exploration)

when applicable, content is arranged in a way that builds on earlier learning

transition between ideas/topics is clear

content is not repetitive or approached differently at different points in the module

unique terms are explained unless primary learner is assumed to already know them

acronyms are spelled out the first time they are used

Engaging the Learner & Interactivity

interactions are intentional and have a learning purpose

the learner is given the opportunity to interact with the content and pace their learning

through interactions when it makes sense to do so

the learner is not asked to click or interact with the slide when there is not a learning

purpose (i.e. to reveal learning objectives or title information that could otherwise

appear on the screen without an interaction)

the interaction choice pairs well with the content

the content shared in a given interaction is targeted and related to a central

topic/concept

at least three different interactions used over the course of the entire sample

interactions should add instructional value to the course

each interaction has clear instructions and function as intended

Module Text

no typos or grammatical errors; no extra spaces

font size is not too small or large (usually 12pt minimum and maximum should still

ensure multiple words per line of text)

directions provide guidance to learner for how to engage with interactions and

navigate through the module

parts of speech are consistent at the beginning of bullet points

font choice is professional and legible

a maximum of 2-3 different fonts are used throughout the entire module

punctuation is consistent throughout module

use images/graphics/illustrations to support slide text

language used is clear and easy to follow/understand

blocks of text are not too long or short; they are an appropriate length to convey

information clearly; text is not repetitive

Visual Design

images are large enough to fully identify their content

images are not blurry or hard to see

visuals are relevant to the content and enhance learning (they do not feel randomly

used as placeholders)

all images and videos used are sourced from free sites and/or are legally owned

elements such as headers, subheaders, etc. are used to break up material

images and graphics are used throughout; there are no content sections that solely

include text (unless it is an interaction)

Follow visual design C.R.A.P. guiding principles -

CONTRAST:

ensure text is easily readable against a colored or busy background such as

with an image

color scheme allows for an accent color or for information to be highlighted or

stand out

use larger font size for titles and subtitles/labels and smaller size for descriptive

and direction text

let simplicity of “white space” provide contrast to images/text to focus learner’s

attention on important aspects of module

REPETITION:

use a consistent color scheme

keep placement of titles and direction text consistent throughout lessons

use roughly the same size fonts for titles and descriptive content on each

lesson

the style of images (photographic vs illustrated) should be consistent

throughout the module

ALIGNMENT:

the arrangements of objects should incorporate thoughtful alignment when

possible

PROXIMITY:

labels/titles/directions that are related to interactions are located in a logical

place near the information they are referencing

bullet points or supporting text is located near a subtitle or label to indicate their

association

there is space between objects/sections/topics to draw distinction from each

other

Knowledge Check and Final Graded Quiz

KNOWLEDGE CHECK (KC):

KC is placed appropriately between topics or when learning objectives are

addressed in the module (between chunks of content)

KC occur after an appropriate amount of information is covered (not

necessarily after every topic if the content is brief)

■ It is not necessary to have a KC at the end of every section of content

■ When checking for knowledge, only include 1-2 questions maximum

after sections of information

if the learner selection is incorrect, feedback is given to express what the

correct answer is and why before the learner advances

GRADED QUIZ/ASSESSMENT:

the final graded quiz is introduced with the required parameters for passing

(i.e. number of questions, types of questions, that the quiz is graded, etc.)

the parameters for passing meet industry standards (70-80% passing score

required)

all questions in the final graded assessment target the learning objectives

the question types/formats vary in the final graded assessment

the questions assess the learner on the most essential aspects of the learning

objectives (relevant content or skills) and avoid random facts or minutia

the style of question is straightforward and conforms with best practices (i.e.

avoid “not” or “except” questions; avoid “all of the above” answer choices;

avoid “complete the sentence” questions; ensure the question is asked directly;

etc)

the questions are clear and targeted

learner is only allowed 1 attempt per question; immediate feedback may be

given providing the correct answer(s) and with a rationale if incorrect

results are calculated correctly and reflect accurate information