BLACKBOARD EXEMPLARY COURSE PROGRAM RUBRIC
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BLACKBOARD EXEMPLARY
COURSE PROGRAM RUBRIC
Blackboard Exemplary Course Program Rubric by Blackboard Inc. is licensed
under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0
Unported License. Based on a work at blackboard.com/ecp. Permissions
beyond the scope of this license may be available at blackboard.com/ecp.
We encourage sharing, reuse, and remix of these course materials, in whole or in part, with
attribution, for non-commercial purposes.The Blackboard Exemplary Course Program
The Exemplary Course Program recognizes instructors and course designers
whose courses demonstrate best practices in four major areas: Course Design,
Interaction & Collaboration, Assessment, and Learner Support. Submitted courses
are evaluated by a peer group of Blackboard clients using the Exemplary Course
Program Rubric. For more information about the Exemplary Course Program and
to download a copy of the rubric, please visit blackboard.com/ECP.
Updates to the 2014 Exemplary Course Program Rubric
What has changed? Weighting values and numeric scores have been added to
the Exemplary Course Program Rubric. For each sub-category (within the main
categories of Course Design, Interaction and Collaboration, Assessment, and Learner
Support), a weighting value (from .5 to 3) has been assigned to indicate the
relative importance of that sub-category. You will see the weighting value added
in parentheses next to each sub-category title. For example, the first sub-category
for Course Design will now say Goals and Objectives (x3).
Exemplary Course Program submitters and reviewers will now assign a numeric
score (from 0-6) for each sub-category within the major sections (Course Design,
Interaction and Collaboration, Assessment, and Learner Support). The numeric scores
align with the levels of mastery as follows: Exemplary (5-6), Accomplished (3-4),
Promising (2), Incomplete (1), Not Evident (0). Our goal is to provide a slightly
wider range of options for scoring while also avoiding the possible ambiguity of
the “labels” (Accomplished, Promising, etc.) used in the past.
How to apply the new scoring - It is common for a course to vary in its level
of accomplishment across all items within a single sub-category. For example a
course might be very strong in “Content Presentation: Navigation is intuitive” but
somewhat less strong in “Content Presentation: Content is enhanced with visual and
auditory elements,” both within the same sub-category of “Content Presentation.”
In these cases, the higher score (6 for Exemplary and 4 for Accomplished) should
be reserved for courses that are strong across all items in the sub-category. The
lower scores (5 for Exemplary and 3 for Accomplished) should be used in cases
where most, but not all, of the items in the sub-category are strong.
blackboard.com/ecpCourse Design (page 1 of 2)
Course Design addresses elements of instructional design. For the purpose of this program, course design includes such
elements as structure of the course, learning objectives, organization of content, and instructional strategies.
Sub-Category Exemplary Accomplished Promising Incomplete
(weight) 5-6 3-4 2 1
Goals and • Goals and objectives • Goals and objectives • Goals and objectives • Goals and objectives
Objectives are easily located within are located within are not easily located are not easily located
(x3) the course the course syllabus within the course within the course
or the individual
• Goals and objectives are • Goals and objective • Some are missing and
learning units
clearly written at the ap- are not clearly written others poorly written
propriate level and reflect • Objectives are written in measurable learning
• The level does not
desired outcomes to reflect desired outcomes
match the desired
learning outcomes,
• Goals and objectives • Students may be learning outcomes
although not all are
are written in measureable unsure of what they
written as measure-
outcomes (students know are expected to be
able outcomes
what they are expected to able to do
be able to do) • Students have some
• The level does not
understanding of what
• Goals and objectives match the desired
is expected of them
are made available in a outcomes
variety of areas in the
course (within the
syllabus and each
individual learning unit)
Content • Content is made avail- • Content is made avail- • Some content • Content is not
Presentation able or “chunked” in able or “chunked” in segments are overly “chunked” into
(x3) manageable segments manageable segments large (or possibly too manageable segments;
(i.e., presented in distinct (i.e., presented in small) for the specified
• Navigation is not
learning units or modules) distinct learning units objectives
intuitive and the flow
or modules)
• Navigation is intuitive • Navigation is only of content is unclear
• Navigation is some- occasionally intuitive,
• Content flows in a logical • The design does not
what intuitive, but thus the flow of
progression avail of the content
some “exploring” is content is sometimes
presentation tools
• Content is presented using required to determine not easily determined
(content modules,
a variety of appropriate the flow of content
• The design does not single pages, links)
mechanisms (content
• Content is presented avail of the content
modules, single pages, • No visual or auditory
using a variety of presentation tools
links to external resources,) elements are used to
mechanisms (content (content modules,
enhance the content;
• Content is enhanced with modules, single single pages, links)
visual and auditory ele- pages, links to external • Supplementary re-
• Few or no visual and/
ments; supplementary re- resources, RSS Feeds, sources are not made
or auditory elements
sources are made available print material) available (course CDs,
are used to enhance
and are well-integrated textbooks, course
• Visual and/or auditory the content
with other course materials manuals, etc.)
elements occasionally
(integrated publisher • Supplementary re-
enhance the content;
resources, e-textbooks, sources may be made
supplementary
course manuals, etc.) available (course CDs,
resources are made
textbooks, course
available (course CDs,
manuals, etc.)
textbooks, course
manuals, etc.)
If there is no evidence provided to support a sub-category, a numeric score of 0 should be assigned that represents the “Not Evident” level of mastery.
blackboard.com/ecp 2Course Design (page 2 of 2)
Sub-Category Exemplary Accomplished Promising Incomplete
(weight) 5-6 3-4 2 1
Learner • It is clear how the instruc- • Instructional strategies • It is not clear how the • Instructional strate-
Engagement tional strategies will enable are designed to help instructional strategies gies do not provide
(x3) students to reach course students to reach course will help learners students with skills
goals and objectives goals and objectives, achieve course goals needed to achieve
although this relation- and objectives course goals and
• Course design includes
ship may not be obvious objectives
guidance for learners • Guidance in using
to learners
to work with content in content materials may • Content is provided
meaningful ways • Guidance is provided, only be provided on a but it is not clear what
but could be improved limited basis students are expected
• Higher order thinking (e.g.,
with greater detail to do with it
analysis, problem solving, • Higher order thinking
or depth
or critical reflection) is is not required or • Higher order thinking
expected of learners and • Higher order thinking encouraged is not expected
explained with examples is required for some from students
• Differentiated instruc-
or models activities but is not
tional opportunities • No supplementary
well-explained or
• Individualized instruction, are not provided, resources or activities
supported (e.g., by
remedial activities, or although there may be are provided for
providing examples of
resources for advanced supplementary content remediation or
“good answers”)
learning activities, such resources available advanced study
as integrated publisher • Differentiated instruction
resources, are provided (such as remediation)
may be available on a
limited basis
Technology Use • Tools available within the • Tools available within • Tools available within • Technologies used
(x1) LMS are used to facilitate the LMS could the LMS are not used to within the LMS do
learning by engaging stu- be utilized more (or their full extent or not not engage students
dents with course content more creatively) to used when it would be with learning
engage learners with appropriate to do so
• LMS tools are used to • Tools that could
course content
reduce the labor-intensity of • Only a few tools (of reduce the labor-
learning (e.g., providing links • LMS tools are made those available within intensity of online
to needed resources where available to assist the LMS) are used in a instruction are
they will be used in the students, but could way that streamlines not utilized
course, integrating publisher be organized or access to materials and
• Students are not
resources that are tailored arranged for even activities for students
expected to use
to the course materials, greater usefulness
• Technologies within the technologies available
and providing streamlined
• Technologies within the LMS are used primarily within the LMS
access to supplementary
course are used in many by instructors and not
materials) • Only a few technolo-
cases merely to replicate students (“students as
gies available within
• Technologies are used traditional face-to-face recipients of content”
the LMS are used
creatively in ways that instruction model)
transcend traditional,
• There is some variety in • There is little variety
teacher-centered instruction
the tools used to deliver in use of technologies
• A wide variety of delivery instruction within the LMS
media are incorporated into
the course
• An effort has been made
to use low-cost or no-cost
materials when available
If there is no evidence provided to support a sub-category, a numeric score of 0 should be assigned that represents the “Not Evident” level of mastery.
blackboard.com/ecp 3Interaction and Collaboration
Interaction and Collaboration can take many forms. The ECP criteria place emphasis on the type and amount of interaction and collaboration
within an online environment.
Interaction denotes communication between and among learners and instructors, synchronously or asynchronously. Collaboration is a subset
of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from
group activities that can be completed by students working independently of one another and then combining the results, much as one would
when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning community is defined
here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently.
Sub-Category Exemplary Accomplished Promising Incomplete
(weight) 5-6 3-4 2 1
Communication • There are plentiful opportuni- • Several communication activi- • Communication strategies • Little to no
Strategies ties for synchronous and/or ties are included to reinforce are included, however, attention has
asynchronous interaction, as the desired they may not consistently been devoted to
(x3) appropriate learning outcomes reinforce desired learning communication
• Asynchronous communication • Asynchronous communications outcomes strategies
strategies promote critical sometimes require reflection or • Asynchronous communica- • Interaction activities
reflection or other higher order other higher order thinking tions are focused primarily that are included do
thinking aligned with learning • Synchronous interactions are on lower levels of thinking not invoke critical
objectives meaningful but may not take (e.g., summarizing, describ- thinking, reinforce
• Synchronous communication full advantage of the real-time ing, interpreting, etc.) learning, or take
activities benefit from real-time presence of instructor and/or • Synchronous interactions advantage of the
interactions and facilitate “rapid peers are used mostly for specific strengths of
response” communication (i.e., instructor explanation or the communication
students gain practice discussing clarification of content, or tools used
course content extemporane- other instructor-focused
ously without looking up basic, activities
declarative information)
Development • Communication activities are • Communication activities may • Effort has been devoted • Little to no
of Learning designed to help build a sense of help learners build a sense of to fostering a sense of attention has
community among learners community, but do not appear community in the course, been devoted to
Community to be designed with this in but only minimally. building a sense of
• Student-to-student interactions
(x3) are required as part of the mind • More focus is needed on community in
course Students are encouraged • Some student-to-student designing activities and this course.
to initiate communication with interaction is built into a course climate that
the instructor the course foster student-to-student
• Collaboration activities (if in- • Students interact with the interactions as well as
cluded) reinforce course content instructor, although primarily as student-to-instructor
and learning outcomes, while a result of instructor-initiated interactions.
building workplace-useful skills contact
such as teamwork, cooperation, • Collaboration activities
negotiation, and (if included) support some
consensus-building team-building skills, but may
not purposefully integrate
these elements
Interaction • Guidelines explaining required • Expectations of student • Instructor expectations of • Few or no
Logistics levels of participation participation in communication student interactions are not guidelines are
(i.e., quantity of interactions) are activities are given, made clear provided to
(x2) provided but would benefit from • Little information is students regard-
• Expectations regarding the qual- more detail provided regarding what ing the desired
ity of communications (e.g., what • Expectations regarding the constitutes a “good” quantity or quality
constitutes a “good” answer) are quality of communications are response or posting of communications/
clearly defined included, but may be sketchy interactions within
• Students are not given a
and lack detail or illustrative the course
• A rubric or equivalent grading clear set of criteria for how
document is included to explain examples communications activities • The instructor does
how participation will be • Minimal information may be will be graded not participate in
evaluated provided regarding grading communications
• The instructor appears
criteria for communications activities with
• The instructor actively to be largely absent from
activities students
participates in communication communication activities
activities, including providing • The instructor is occasionally • Few announcements,
feedback to students involved in communication reminders, or other
• The instructor uses communica- activities updates are provided
tion tools to provide course • The instructor sometimes takes
updates, reminders, special advantage of LMS
announcements, etc. tools to post announcements,
reminders, etc.
If there is no evidence provided to support a sub-category, a numeric score of 0 should be assigned that represents the “Not Evident” level of mastery.
blackboard.com/ecp 4Assessment
Assessment focuses on instructional activities designed to measure progress towards learning outcomes, provide feed-
back to students and instructor, and/or enable grade assignment. This section addresses the quality and type of student
assessments within the course.
Sub-Category Exemplary Accomplished Promising Incomplete
(weight) 5-6 3-4 2 1
Expectations • Assessments match the • Assessments match the • Students are assessed • Assessments bear little
goals & objectives goals & objectives on the topics described resemblance to goals &
(x3) in the course goals and objectives
• Learners are directed to the • Rubrics or descriptive
objectives
appropriate objective(s) for criteria for desired • Expectations or
each assessment outcomes are included • There may be some grading criteria are
for some assessment explanation of how as- not provided
• Rubrics or descriptive criteria
activities sessments will be scored/
for desired outcomes are • Instructions are
graded Instructions lack
provided (models of • Instructions are limited or absent
detail that would help
“good work” may be written clearly, with
students understand how
shown, for example) some detail included
to complete the activities
• Instructions are written clearly
and with sufficient detail to
ensure understanding
Assessment • Assessments appear to • Assessment activities • It is not clear whether • Assessment activities
Design measure the performance have “face validity” (i.e., the assessment activities appear to lack validity
they claim to measure (e.g., they appear to match the actually measure the due to bias, lack of clar-
(x3) activities are explained using curriculum) desired skill ity in questions or tasks,
appropriate reading level and or because students
• Some activities involve • The vast majority of
vocabulary) are evaluated on
higher order thinking assessments require
performance unrelated
• Higher order thinking is only low-level thinking
• Assessment activities to the stated objectives
required (e.g., analysis, (memorization, for
may focus on tasks
problem-solving, etc.) example) • No higher-order
similar to real-world
thinking skills are
• Assessments are designed application of skills • Assessment activities
required to complete
to mimic authentic environ- typically do not include
• Multiple assessments assessment activities
ments to facilitate transfer tasks that are relevant
are included; at least
beyond the scope of • There is little or no
• Assessment activities occur three different types of
this course; multiple evidence of authenticity
frequently throughout the assessments are used
assessments are included built into assessments
duration of the course
• Two types of • Assessments are
• Multiple types of assess-
assessments are too few and far apart
ments are used (research
included, at a minimum for the course content
project, objective test,
discussions, etc.)
Self-assessment • Many opportunities for • Some self-assessment • There may be self- • A few self-assessments
self-assessment are provided; activities are included assessment activities, but may be included,
(x1) they are limited in scope but they offer little
• Self-assessments provide • Self-assessments provide
and do not offer useful more feedback
constructive, meaningful feedback to learners
feedback than flash cards
feedback
If there is no evidence provided to support a sub-category, a numeric score of 0 should be assigned that represents the “Not Evident” level of mastery.
blackboard.com/ecp 5Learner Support (page 1 of 2)
Learner Support addresses the support resources made available to students taking the course. Such resources may
be accessible within or external to the course environment. Specifically, learner support resources address a variety of
student services.
Sub-Category Exemplary Accomplished Promising Incomplete
(weight) 5-6 3-4 2 1
Orientation to • Clearly labeled tutorial • Clearly labeled tutorial • Tutorial materials that • Tutorial materials
Course and LMS materials that explain how materials that explain explain how to navigate explaining how to
to navigate the LMS and how to navigate the LMS the LMS and/or the navigate the LMS or the
(x.5) the specific course are and the specific course specific course may specific course may be
included are included be evident, but not included but are difficult
easily found to find, lack detail, are
• Tutorials are found • Tutorials may not be
not well organized, or are
easily (few clicks) whether easily accessed, or require • Materials do not support
incomplete
internal or external to the the learner to leave multiple learning
course, with easy return to course site without an modalities and are text- • Tutorial materials that are
other areas of the course easy return based only included do not support
learning modalities
• Tutorial materials support • Tutorial materials support
multiple learning modali- multiple learning modali-
ties: audio, visual, and text ties: audio, visual, and text
based based
Supportive • Clear explanations of • Clear explanations of • Software (in addition • The need for additional
Software optional and/or required optional and/or required to the LMS) required to software required to use
(Plug-ins) software including any ad- software (in addition to use course materials is course materials may be
ditional costs are provided the LMS) are provided mentioned, but mentioned
(x.5) within the course within not explained
• Links to software may be
the course
• Software required to use • Links to where it can be missing
course materials is listed • Software required to use captured and installed or incomplete
with links to where it can course materials is listed are provided, although
be captured and installed but links to where it can they may not be
be captured and installed conveniently located
• Links are located within
are not found near where
the course where learners
it will be used
will use the software
(i.e., near the materials
requiring its use)
Instructor Role • Contact information for • Contact information for • Contact information for • Contact information for
and Information the instructor is easy to the instructor is included the instructor is provided the instructor is sketchy,
find and includes multiple but may not be easy to but not easy to find at best
(x1) forms of communication find; contact information
• Contact information • Lacks information
(for example, e-mail, includes more than one
includes only one way to concerning response
phone, chat, etc.) type of communication
reach the instructor time for e-mail replies is
tool
• Expected response included
• Information concerning
time for e-mail replies is • Expected response time
response time for e-mail • Information regarding
included for e-mail replies may
replies is not included the instructor’s role in the
be included
• The instructor’s role within course is not included
• Little or no information
the course is explained • Instructor’s role within
is given regarding • Instructor’s methods of
(for example, whether he/ the course is not clearly
the instructor’s role in collecting and returning
she will respond to “tech spelled out to students
the course work are confusing or
support” type questions)
• The instructor’s methods non-existent;
• The instructor’s methods
• The instructor’s methods of collecting and
of collecting and returning
of collecting and returning returning work are clearly
work are evident but not
work are clearly explained explained
clearly explained
If there is no evidence provided to support a sub-category, a numeric score of 0 should be assigned that represents the “Not Evident” level of mastery.
blackboard.com/ecp 6Learner Support (page 2 of 2)
Sub- Exemplary Accomplished Promising Incomplete
Category 5-6 3-4 2 1
(weight)
Course/ • Links to institutional policies, • Links to institutional policies, • Links to some institu- • Links to some institutional
Institutional materials, and forms relevant for materials, and forms rel- tional policies, materials, and policies, materials, and forms
learner success (for example, evant for learner success (for forms relevant for learner relevant for learner success
Policies & plagiarism policies) are clearly example, plagiarism policies) success (for example, (for example, plagiarism
Support labeled and easy are included but may require plagiarism policies) are policies) are
(x.5) to find searching to find included but are difficult not included
• Links allow easy navigation from • Links allow easy navigation to find • Some course/instructor
the course to the information from the course to the • Course/instructor policies regarding decorum,
and back; course/instructor information and back policies regarding decorum, behavior, and netiquette
policies regarding decorum, • Course/instructor policies behavior, and netiquette are may be included but are
behavior, and netiquette are regarding decorum, behavior, and included but are not clearly not clearly written or would
easy to find and written clearly netiquette are included and are written or would benefit benefit from more detail
to avoid confusion written clearly to avoid confusion from more detail • Links to institutional services
• Links to institutional services • Links to institutional services • A few links to institutional such as the library, writing
such as the library, or writing such as the library, writing services such as the library, center, or financial aid office
center, are clearly labeled and center, or financial aid office writing center, or financial are not included
easy to find may be included but require aid office may be included
searching to find but require searching to find
Technical • Course materials use standard • Course materials use standard • Course materials use • Course materials sometimes
Accessibility formats to ensure accessibility formats to ensure accessibility standard formats to ensure use standard formats to
• If specific software is required • If specific software is required accessibility ensure accessibility
Issues
to which some learners may to which some learners may • If specific software is • If specific software is
(x.5) not have access, alternative file not have access, alternative file required to which some required to access course
types are provided types are sometimes provided learners may not have materials, no mention of this
• Large files are identified to help • Large files are not identified as access, alternative file types is included and alternative
learners consider download times such; alternative (smaller) files are not provided file types are not provided
• Alternative (smaller) files are are not provided • Large files are not identified • Large files are not
provided where appropriate • Video files are streamed in as such and alternative identified as such and
some cases (smaller) files are not alternative (smaller) files
• Videos are streamed whenever
provided are not provided
possible; graphics are optimized • Graphics are not be optimized
for web delivery and display for web delivery but display • Video files are not streamed • Video files are not streamed
without needing extensive without extensive scrolling • Graphics are not optimized • Graphic files are not
scrolling for web delivery and may optimized for web
require extensive scrolling delivery and require
extensive scrolling
Accom- • Supportive mechanisms allow • Supportive mechanisms • Supportive mechanisms • Supportive mechanisms
modations learners with disabilities to allow learners with disabilities allow some learners with allow some learners with
participate fully in the online to participate in the online disabilities to participate disabilities to participate in
for community community for most activities fully in the online the online community for
Disabilities • The design and delivery of • The design and delivery community some activities
(x1) content integrate alternative of content integrate some • The design and delivery • The design and delivery of
resources (transcripts, for alternative resources or enable of content do not include content do not apply alterna-
example) or enable assistive assistive processes alternative resources nor en- tive resources nor enable
processes (voice recognition, for those needing accom- able assistive processes for assistive processes for those
for example) for those needing modation those needing accommoda- needing accommodations
accommodation • Links to institutional policies, tion • Links to institutional policies,
• Links to institutional policies, contacts, and procedures • Links to institutional policies, contacts, and procedures
contacts, and procedures to support learners with contacts, and procedures to support learners with
for supporting learners with disabilities are included but to support learners with disabilities are not evident
disabilities are included and may not be easy to find disabilities • Design factors such as
easy to find • Design factors such as color, are not evident color, text size manipulation,
• Design factors such as color, text size manipulation, audio • Design factors such as audio and video controls,
text size manipulations, audio and video controls, and alt text color, text size manipulation, and alt text have not been
and video controls, and alt text have been considered in some audio and video controls, considered
reflect universal accessibility cases and alt text have not been
considerations considered
Feedback • Learners have the opportunity • Learners have the opportunity • Learners have the op- • Learners do not have the
to give feedback to the instruc- to give feedback to the instruc- portunity to give feedback opportunity to give feedback
(x1) tor regarding course design tor regarding course design to the instructor regarding to the instructor regarding
and course content both during and/or course content, but course design or course course design or course
course delivery and after course only after course completion content, but only after content
completion • Feedback mechanisms course completion • Feedback mechanisms do
• Feedback mechanisms allow allow students to participate • Feedback mechanisms do not guarantee privacy to
students to participate anony- anonymously in course not guarantee privacy to the the student
mously in course evaluation evaluation student
If there is no evidence provided to support a sub-category, a numeric score of 0 should be assigned that represents the “Not Evident” level of mastery.
blackboard.com/ecp 7blackboard.com 650 Massachusetts Avenue, NW 6th Floor, Washington, DC 20001, 1.800.424.9299, ext. 4
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