Overview

During this module, we will learn about online course quality and instructional alignment.
This module's Course Content Alignment assignment provides you the opportunity to
practice integrating Quality Matters (QM) standards in a lesson that you design.

Learning Objectives
CO1: Experience and interpret online learning from a student perspective
CO2: Design alignment- and standard-driven content for online course
instruction.
In this module, participants will:
 Analyze the individual need for standard-driven and objective-based course
design (CO1 & CO2)
 Design a lesson for a course that demonstrates instructional alignment using
a measurable learning objective, supporting materials, and an assessment
(CO1 & CO2)
 Contribute to a learning community (CO1)
 Demonstrate proficient Open edX LMS navigation from a student perspective
(CO1)
Please take notes!

To save yourself time for the Final Reflection in Module 5, take notes on what you learn in each Module. You
will be asked to write about the specific things you've learned (not a general summary, but the specific learning
points that were important to you). Write down your specific personal key takeaways and learning points in each
module so that you can complete the Final Reflection.

Overview of Quality Matters

The Quality Matters (QM) Program is a faculty-centered, peer review process that is
designed to certify the quality of online and blended courses. QM is a leader in quality
assurance for online education and has received international recognition for its peer-
based approach and continuous improvement in online education and student learning.
QM subscribers include community and technical colleges, colleges and universities, K-
12 schools and systems, and other academic institutions.

Accessible PDF Transcript of QM Quality Matters Overview Presentation

As mentioned in the video above, the General Standards of the Quality Matters
Rubric fall into the following categories:
1.

1.

1. Course Overview and Introduction

2. Learning Objectives

3. Assessment and Measurement (Assignments)

4. Instructional/Learning Materials

5. Learning Activities and Learner Interaction

6. Course Technology

7. Learner Support

8. Accessibility and Usability

Quality Matters is a rubric-based peer review system used to make sure courses are
designed at a specific standard.

Optionally browse (website): Before viewing the basic QM rubric, review their website
for a deeper dive into Quality Matters: Course Design Rubric Standards. (~3
minutes)

Read (downloadable PDF below): The following summary of the Quality Matters
Higher Education Rubric (7th edition) summarizes the 44 points used for a Quality
Matters review. Read through and find the points you do well in your courses and which
ones you want to work on. You will use this in a Word Cloud reflection below the PDF to
see others' strengths and weaknesses. (~10-12 minutes)

Read: Quality Matters Summary of Higher Education

Rubric, 7th Edition
 Download the PDF

What do you do well?

Based on the rubric, which numbered item do you feel you do best? Write the number
only. For example, you might write "2.4" if you feel you design well for that standard as
an instructor.
1 of 1
Save
Your words were:

What do you struggle most to do?

Based on the rubric, which numbered item do you feel you struggle with most or you
don't understand? Write the number only. For example, you might write "7.2" if you feel
you struggle designing for that concept or you don't understand how to do it.

Course Design Rubric Standards

Current Edition: Seventh Edition

Description: A set of eight General Standards and 44 Specific Review Standards used
to evaluate the design of online and hybrid courses. Annotations explain the
applications of the Standards and their inter-relationships. The Rubric has a scoring
system used by the Review Team to determine whether a course meets Standards.
Essential Standards (3-point Specific Review Standards) must be met during the review
and an overall score of 85% of the points possible are required for a course to attain
QM certification.

Membership Requirements: Higher Ed Basic, Full, Consortium or System. Individual

HE members or those with a Supplemental option that includes the Higher Ed Rubric
can also access this Rubric.

Who uses this Rubric?

The Higher Ed Rubric is intended for use with courses that are delivered fully online
synchronously or asynchronously and for hybrid and Hyflex and multi-modal courses as
described in the Course Format Chart. Course Designers use the Rubric to aid in the
creation of courses designed to meet Standards from the outset. The Rubric is also
used to assess the level to which a course meets Standards and highlight areas for
improvement. A score of 85% (with Essential Standards being met) qualifies a course to
receive a QM Certification for quality course design*. QM Members using this Rubric
include:

 Individual Faculty and Instructional Designers

 Four-year Accredited Colleges and Universities
 Community Colleges

Key Features
Unique to the QM Rubric is the concept of Alignment. This occurs when critical course
components — Learning Objectives (Competencies) (2.1, 2.2), Assessment and
Measurement (3.1), Instructional Materials (4.1), Learning Activities and Learner
Interaction (5.1), and Course Technology (6.1) — work together to ensure students
achieve desired learning outcomes. Specific Review Standards included in Alignment
are indicated in the Rubric Annotations.

The eight General Standards of this Rubric are:

1. Course Overview and Introduction

2. Learning Objectives (Competencies)
3. Assessment and Measurement
4. Instructional Materials
5. Learning Activities and Learner Interaction
6. Course Technology
7. Learner Support
8. Accessibility and Usability*

Development Notes

The initial Standards and subsequent modifications have been based on the insights of
teams of experienced online instructors and instructional designers and on the best
practices standards promulgated by accrediting bodies and national and international
organizations. QM regularly undertakes a revision process to update the QM Higher
Education Rubric that includes input from the QM higher education community,
research about QM Course Reviews and a review of the current research literature. It
involves focused input from a Rubric Committee composed of higher education faculty
and instructional staff with extensive experience using the QM Higher Education Rubric.
The Rubric Committee is advised by a Legacy Committee composed of previous Rubric
Committee members.

In addition, the QM Standards have been examined for consistency with the
conclusions of the educational research literature regarding factors that improve student
learning and retention rates, as well as activities that increase learning and
engagement.

How to Use QM Rubrics

1. Review Membership options
2. Select appropriate Membership and fill out Sign Up Form
3. Create a MyQM Account
 4. Review the non-annotated Standards for the Rubric you'll use*:
 Higher Ed. Standards
 Higher Ed. Publisher Standards
 *NEW* K-12 Standards
 CPE Standards
5. Use the Rubric Workbook and/or CRMS to access fully annotated Rubrics
6. Complete the Applying the QM Rubric workshop for your Rubric
7. Review other Professional Development to aid with quality assurance and course
improvement goals
What do you do well?
8. Based on the rubric, which numbered item do you feel you do best? Write the
number only. For example, you might write "2.4" if you feel you design well for
that standard as an instructor.
1.2

9. 1 of 1
10. Save
11. Your words were:
12. What do you struggle most to do?
13. Based on the rubric, which numbered item do you feel you struggle with most or
you don't understand? Write the number only. For example, you might write "7.2"
if you feel you struggle designing for that concept or you don't understand how to
do it.
5.4

14. 1 of 1
15. Save
16. Your words were:
17. Quality Matters is largely structured to support the alignment of objective-driven
courses. In order to have an objective-driven course, it is important to write
appropriate and measurable learning objectives. The next pages will describe
and give practice for the design of measurable learning objectives.
18. Quality Matters. Specific Review Standards from the QM Higher Education
Rubric, Seventh edition. Retrieved September 13, 2023 from
[Link]
[Link]

Learning Objectives

Overview
Learning objectives help answer the question "what do I want students to know and be
able to do upon completion of this course/activity?" Not only are clear objectives
important for the instructor to consider, but they are important for the student to know
and understand. Review the information below to learn more (or refresh your memory)
on this important teaching concept.
 Readings

 Read (downloadable PDF below): Writing Measurable Learning Objectives: (~3-5

minutes)

 Read (downloadable PDF below): Aligning Assessments with Learning Objectives:

(~3-5 minutes)

Read: Writing Measurable Learning Objectives

 Download the PDF

Read: Aligning Assessments with Learning Objectives

 Download the PDF
Several versions of this graphic on Bloom's Taxonomy exist with verbs that coordinate
with the various cognitive levels.

 Browse for general information (downloadable PDF below): The graphic below,
created by ASU Online, reviews some action verbs and activities for the
revised Bloom's Taxonomy.

Browse: Bloom's Taxonomy Graphic

 Download the PDF
It takes time and plenty of practice to create an appropriate and measurable learning
objective. The next page offers a tool to practice building learning objectives.

Objective Builder Tool

This is a graded quiz. You can take this quiz up to five times. Please note there are 10
questions for this quiz.

1. How many general standard categories are there in Quality Matters? (choose
only one; see the Overview of Quality Matters page for help.)

8
9
correct
2. Which of the following are Quality Matters general standards? (choose three from the
list; see the Overview of Quality Matters page for help.)

Course Outline

Learning Objectives (Competencies)

Assessment and Measurement

Accessibility and Usability

correct
3. Which of the following are levels in Bloom's Taxonomy? (choose three from the list;
see Learning Objectives page for help.)

Remember

Learn

Apply

Create
correct
4. Which of the following is NOT a well-written learning objective? (choose only one;
see the Learning Objectives page for help.)

Understand the functions of the heart.

List the eight steps of the research process.

Design a three-bedroom home in the style of Frank Lloyd Wright.

Analyze the XYZ building charter based on the three C method of a good business plan
(concept, customers, cash flow).
correct
Answer
Correct:
Great choice! Understand is not a measurable verb--look at the Learning
Objectives page for more information.
5. Which of the following IS a well-written learning objective? (choose only one; see
the Learning Objectives page for help.)

Demonstrate an understanding of genetics.

Learn basic educational technologies.

Demonstrate how to make Ethiopian lentil stew.

Develop an awareness of genetics.

correct
Answer
Correct:
Great choice! "Demonstrate" is a measurable verb and the way this objective is written
helps us to understand the type of evidence we would need to know that this has been
achieved (such as a video or presentation of a learner making Ethiopian lentil stew.
6. Which Bloom’s Taxonomy level is this objective? (choose only one; see the Learning
Objectives page for help.)

List the eight steps of the research process.

Remember

Apply

Analyze

Evaluate
correct
Answer
Correct:
Exactly! "List," when used as an educational objective, means to repeat what you have
learned in a lesson so that it is rote memorization. It is the lowest level in the hierarchy
of Bloom’s Taxonomy. It is a base to climb up to higher levels of the hierarchy.
7. Which assessment best aligns with this objective? (choose only one; see
the Learning Objectives page for help.)

List the eight steps of the research process.

As a midterm assignment, write a 10-page paper about the research process.

In a short-answer quiz, write the eight steps of the research process.

As a final project, use the eight steps of the research process to do a research project.

Analyze a scientific article based on the eight steps of the research project.
correct
Answer
Correct:
You're right! This assessment asks learners to do exactly what is listed in the objective,
nothing more and nothing less than a memorization exercise. See the Learning
Objectives page for help.
8. Which Bloom’s Taxonomy level is this objective? (choose only one; see the Learning
Objectives page for help.)

Demonstrate how to make a typical Ethiopian stew.

Remember

Understand

Apply

Create
correct
Answer
Correct:
You're right. This objective requires a learner to apply what they have learned about
cooking Ethiopian stew in a real setting.
9. Which assessment best aligns with this objective? (choose only one; see
the Learning Objectives page for help.)

Demonstrate how to make a typical Ethiopian stew.

In a paragraph, describe the ingredients of a typical Ethiopian stew.

As a short-answer quiz, list the ingredients of a typical Ethiopian stew.

As a final project, create a new stew based on typical Ethiopian ingredients.

In the learning management system, upload a video of yourself making a typical
Ethiopian stew.
correct
Answer
Correct:
You're right! This assessment asks learners to do exactly what is listed in the objective
and it provides an online tool/platform to do it.
10. Why is it important to align learning objectives and assessments in an online
learning environment/course? (choose ALL that apply; see the Learning
Objectives page for help.)

Clarity and Focus: Clear learning objectives help both instructors and learners
understand what is expected to be achieved by the end of the course.

Consistency: Alignment ensures consistency in the instructional design and assessment

process. When objectives and assessments are in sync, there is less chance of
confusion or ambiguity for students and instructors. It also helps maintain the integrity of
the course by ensuring that all students are evaluated using the same criteria.

Fair Evaluation: Assessments that align with learning objectives lead to fairer evaluation
of students' performance. It ensures that students are assessed on what they were
supposed to learn, rather than being evaluated on unrelated or tangential aspects.

Accreditation and Quality Assurance: Many educational institutions and accreditation

bodies require explicit alignment between learning objectives and assessments as part
of their quality assurance processes. Compliance with these standards ensures that the
course meets certain quality benchmarks.
correct
SaveSave your answer
Submit
You have used 4 of 5 attemptsSome problems have options such as save, reset, hints, or show
answer. These options follow the Submit button.
Correct (10/10 points)
Course Content Alignment Worksheet

Overview

This following four-step assignment will help you work through your own
objective-aligned course design based on Quality Matters principles and
Bloom's Taxonomy. You will use your own course to outline an objective, the
level of the objective, the materials you would use to build toward the
objective, and the assessment for the objective.

You can scroll to the bottom of this page for a worksheet that shows three
different examples of what you will be expected to write, or you can
download the PDF content alignment worksheet version if that works better
for you.

Use the spaces provided below to write a learning objective (only one is
necessary), identify supporting learning materials, and design or describe an
assignment to measure the achievement of the learning objective. You can
use a course you are teaching or a course you could teach based on your
skills.

QM standards 2.1, 2.2, 3.1, 4.1, 5.1, and 6.1 are associated with the concept
of alignment. Consider other QM standards, as well, such as interactivity and
accessibility, as you complete the worksheet.

As a review

Learning objectives guide alignment-based course design, which promotes

an effective learning experience. Learning objectives answer the question,
"what should students be able to do by the end of this lesson?" We use
Bloom's Taxonomy to write learning objectives.
Learning materials (readings, videos, lectures) should teach students what
they need to know in order to achieve the learning objective. Try to choose
multiple types of input and media if possible.
Assignments (quizzes, papers, discussions, projects) should give students
the opportunity to demonstrate they have achieved the learning objective.
Ideally, assignments are authentic (real-world-based). (Note: assessments
are often designed to measure more than one learning objective and these
objectives may fall at different levels on Bloom's revised taxonomy. For the
purpose of this assignment, identify the level of your objective.)
 Grading
Please use the boxes below to respond to the questions. As stated above,
you can scroll down to see an example worksheet that has three different
examples of ways you can accomplish this task. Please note you only need to
outline how you would work with one objective in your response.
The "What will this assignment be graded on?" link directly above the
submission boxes will show you the grading rubric.

Use of Artificial Intelligence (AI) for this assignment

Do not use AI for this assignment. If the use of AI is detected, this assignment might
be returned to you with a score of 0. This assignment should give an example of your
own topic, objective, content, and assessment from a course you teach.

Note:

o Please make sure to scroll through and answer all four steps below.
o Click "What will this assignment be graded on?" at the top of the
first prompt to see how you will be assessed.

Stop! Read this before you complete the Assignment:

If you typed your response on a Word or Google document and you are trying to copy and paste, this
assignment might give you an error. To overcome the error, you can use the following command to take away
the extra formatting that is causing the error. To do this:

Paste Your Text Without Formatting to Avoid any Error

When you are pasting your response, use the following keyboard shortcuts.

 On a Windows PC: Ctrl + Shift + V. (Press the control button, shift button, and the letter 'V' at the same time)
 On a Mac: Cmd + Shift + V. (Press the command button, shift button, and the letter 'V' at the same time)
 COURSE CONTENT ALIGNMENT COMPLETION

This assignment has several steps. In the first step, you'll provide a response to the prompt. The
other steps appear below the Your Response field.

1. Your Response
due Dec 8, 2025 15:59 PST (in 1 week, 5 days)IN PROGRESS

Enter your response to the prompt. Your work will save automatically and you can
return to complete your response at any time before the due date (Monday, Dec 8,
2025 15:59 PST). After you submit your response, you cannot edit it.

What will this assignment be graded on?

The prompt for this section
Step 1 of 4. Write one measurable learning objective for a lesson or a module in
your own field.
Write your learning objective in the textbox below. Once finished with this prompt, scroll
down to continue with steps 2-4.

*There is no need to say "students will," since this is assumed. Do not use
the verbs "learn," "know," "be able to," and "understand." These are not
measurable action verbs in Bloom's Taxonomy.
Note. You can use the learning objectives builder from a previous course
module.
Your Response (Required)
Ø evaluate zeros of poly

1. The prompt for this section

Step 2 of 4. Name the Bloom's Revised Taxonomy level addressed in your
objective.
Levels include 1. Remembering, 2. Understanding, 3. Applying, 4. Analyzing, 5.
Evaluating, and 6. Creating.
 Your Response (Required)
3. applying

2. The prompt for this section

Step 3 of 4. Identify supporting learning materials (specific readings, videos,
lectures, simulations, etc.)
List the learning content, including titles and/or a brief description of each item. Use
multiple types of material.
Your Response (Required)
Polynomials and zeros of polyno

3. The prompt for this section

Step 4 of 4. Design or describe an assignment to measure achievement of your
learning objective.
Summarize your assignment, making sure it aligns with the level of Bloom's taxonomy
and the specific objective you've written in Step 1 (meaning that it proves the students
have achieved the objective). Be specific about the type of assessment (e.g., quiz,
 paper, presentation, etc.?) along with the parameters (length of paper/presentation,
when in the course, specific instructions given to the students, etc.).

When finished, click "Submit your response and move to the next step."
Your Response (Required)
Using rational root theorem find

4.
 STATUS OF YOUR RESPONSE:RESPONSE NOT STARTED.
5.
6.
Submit your response and move to the next step

2. Staff Grade
NOT AVAILABLE

3. Your Grade: Not Started

This example worksheet below shows three possibilities for each prompt. Your
assignment only needs to include one example for each prompt (only one objective,
only one Bloom's level, only one assignment--however, multiple materials can/should be
used to support the single objective).

EXAMPLE of Completed Course Content Alignment

Worksheet
 Download the PDF

Explanation of grading

What does "Waiting for Staff Grade" mean?

This assignment is graded differently from the quizzes. This assignment is called an Open Response
Assessment, and you will need to wait for a staff member to grade it. It is possible that your staff member
cannot grade this assignment immediately, so you might have to wait until up to three days after the due date.

What if my grade is low?

If you get a low grade on this assignment AND your final grade in this training is below 80% (the passing
grade), you will have a chance to resubmit up to two assignments at the end of the training to improve your
grade. Please return to this assignment to check your grade and read the feedback. You can make note of the
necessary changes based on the feedback you receive. Once all assignments have been submitted and
graded, you can go to Module 7 to submit up to two assignments.

Great work! You've completed the first week of Master Class work. The next page will
allow you to process some of the more difficult concepts you've learned so far. Then,
you are welcome to continue on to Module 3 as soon as you are ready.

Explanation of Muddiest Point Discussion

Half way point

Overview of Muddiest Point Discussion (not graded)

The Muddiest Point is a formative classroom assessment technique (CATs) developed
by Angelo and Cross in their book Classroom Assessment Techniques: A Handbook for
College Teachers (optionally browse examples of these at this website: Vanderbilt
University Classroom Assessment Techniques). We are using this formative
assessment on the next page as a discussion prompt to discover elements of this
week's instructional concepts or design that are unclear or for which you still have
unanswered questions.

As a discussion, you can help clarify each other's "muddiest points" by responding to
questions or points you feel you understand, you can add to other "muddiest points" by
adding to a title thread that fits your "muddiest point," and the facilitators, of course, will
be able to answer questions and give helpful advice. Your facilitators will be able to use
this as feedback for improvements to the workshop moving forward.

How to do this discussion

Step 1. Reflect on the information you have learned so far; then, consider what
learning points are the least clear for you.

Step 2. When you see the discussion, check if someone else has already
posted about your "muddiest point" topic. If they have, click on it and respond to their
thread by agreeing with their comment and/or adding to their comment with your own
need for clarity. Click submit under your response.

Step 3. If no one has posted about your "muddiest point," click "Add Post" in the
upper right. Create a descriptive title so others can easily know the subject of your
post, and then add your "muddiest point" in the body text box. Click submit under the
box.
 Step 4. Look at other colleagues' posts and see if you can respond to them with
either answers or added considerations. Try to limit responses to under 250 words.

Use of AI for this discussion

We suggest you only use AI for grammar and spelling in this discussion. There is no
reason to use AI for your "Muddiest Point" post since it is an entirely personal request
for more information on a topic you find confusing in the course. If you want to use AI to
respond to a colleague's muddiest point, please give citations for using AI, personalize
the response, and keep the word count under 250 words.

Some of the points you learn in this discussion can be used in your
Final Reflection, so remember to take notes.

 Vanderbilt University: Center for Teaching. (n.d). Classroom Assessment

Techniques. Retrieved at
[Link]

On the next page, you will see the Muddiest Point Discussion. Please remember to look
through the previous posts first to see if your "muddiest point" (meaning the topic you
feel you don't yet understand) is already being discussed. You can click on any thread
that is already discussing your topic to add to the topic, or you can start a new thread if
you feel your topic is not yet understood.

Muddiest Point and One-Minute

Papers for Active Learning and
Feedback
Looking for a quick way to gauge student understanding and engage them? Try the “Muddiest
Point” and “One-Minute Paper” techniques. At the end of a class, ask students to write down
either the most confusing (muddiest) point or a key takeaway in one minute. This encourages
reflection and helps you identify areas needing clarification. Another approach is to have
students work in groups to come up with their own clarification or explanation of their muddiest
points. You can address these points in the next class or online, ensuring students leave with a
clearer understanding while keeping them active in their learning process.
More Information
Both the Muddiest Point and One-Minute Paper are rooted in the principles of formative
assessment and active learning. These methods create opportunities for students to reflect on
what they’ve learned and provide immediate feedback to instructors on the clarity of their
teaching.
Muddiest Point
This technique allows students to reflect on their understanding and identify gaps. By focusing
on the “muddiest” (most confusing) concept, students become more aware of their own learning
process, fostering metacognition—the ability to think about one’s thinking. Instructors benefit by
understanding which topics need further clarification, enabling targeted intervention before
misunderstandings become ingrained
One-Minute Paper
This technique requires students to distill and summarize key information in a short time frame.
This encourages deep processing, where students actively engage with the material to make
sense of it, which enhances retention and understanding. By synthesizing their thoughts,
students also develop their self-assessment skills, while instructors gain a snapshot of what
concepts are most interesting or challenging.
Both techniques provide immediate, low-stakes feedback, fostering an inclusive environment
that respects diverse learning styles and encourages student-centered teaching.
How to Implement Muddiest Point Active Learning technique

 At the end of class, allocate 1-2 minutes for students to write down either:
o The “muddiest point”—what concept or part of the lesson they found most
confusing.
o A brief response to a prompt like, “What was the most important thing you
learned today?”, “What was your key take away from the lecture?” or “What
questions do you still have?”
 Review responses and address key points in the next class or via an online discussion
forum.
 For large classes with more papers than available time to read them, select a sample and
look for recurring points or issues to address. Reading around 20 will probably give you
a sense of the class. For a better sample, select from across the stack of papers, not all the
top or the entire bottom, or an adjacent chunk.
Resources

1. Angelo, T.A., & Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook
for College Teachers (2nd ed.). Jossey-Bass.
oThis book provides a comprehensive overview of classroom assessment
techniques, including Muddiest Point and One-Minute Paper, with guidance on
how to implement them effectively.
2. Chickering, A.W., & Gamson, Z.F. (1987). Seven Principles for Good Practice in
Undergraduate Education.
o This article emphasizes active learning and formative assessment techniques like
these for enhancing student engagement and learning outcomes.
Muddiest Point Discussion (not graded)