Ensuring High Quality Learning Experiences in CBE
Our learners deserve a high-quality learning experience with faculty who care about their success, regardless of the course modality. Accreditation requirements also include several design elements in a CBE course that must be included. After reviewing several quality assurance frameworks available in the online learning industry, the Center for Teaching & Learning has developed a custom Quality Assurance Rubric to help us ensure the same high quality in YourPace courses that learners have enjoyed in our other modalities.
In addition to the Quality Assurance Review conducted by Instructional Designers at the Center for Teaching & Learning, some courses developed by part-time faculty also undergo Subject Matter Expert Review.
The Quality Assurance Rubric is organized into seven sections with design components marked as required, recommended, or suggested.
Design Component
1.1 Course Overview Widget (Required): The following information is added to the course home page:
- Course Title
- Link to Syllabus Preview
- Link to Final Assessment Preview
- Course Description
- Course Learning Outcomes
- Essential Tools and Skills
Justification
Important information about the course is available at a glance when the student first logs in. This tells the student that they are in the right place and what they should expect from this competency.
1.2 Standard Template Structure (Required): Course is organized using the official template (modules, sub-modules, syllabus layout, final assessment guide) with all required sections in place.
Ensures consistency and familiarity for students across courses. A standard layout makes the course easy to navigate and meets institutional requirements for uniform structure.
1.3 Instructor Contact Placeholder (Required): The Syllabus area of the course includes a placeholder for the instructor’s contact information (name, email, etc.), to be filled in by the instructor.
Prepares the course for instructor presence without the developer adding their own info. Ensures students will know where to find instructor contacts once the course goes live, which is crucial for communication.
1.4 Syllabus (Required): The course syllabus contains the official course description, Course Learning Outcomes, Teaching & Learning statements, AI guidelines for the course, and a schedule of Modules, CLOs, topics, activities, and assessments. Other course policies in the navbar are not included.
Conveys fundamental course information required by accreditation and institutional policy. Students and reviewers should immediately see what the course covers and how they will master the competency.
1.5 Module Introductions (Required): Each content
module includes a brief overview or introduction that contextualizes the module for students (e.g. states the module’s focus and linked CLO).
Helps orient students within each module. Even though students have an overall course orientation elsewhere, module-specific overviews guide self-directed learners by clarifying the relevance of content and how it ties to the competency being mastered in that segment.
1.6 Student Support (Recommended): Resources for students are highlighted in the Course Overview and/or throughout the course content with reminders and links to seek support from Tutor.com, Student Support Services, the Library, Career Services, the Writing Center, and/or the eLearning Hub.
Some adult learners are reluctant to ask for help while others may be unaware of the supports available to them or how they could help them in their courses. Encouragement from the instructor to utilize the existing supports will increase the likelihood that the students will use them.
1.7 Course Context (Suggested): A description of the types of prior knowledge and life experiences that can be applied to course content as well as how mastering the course learning outcomes can help learners in their career, life, and/or future courses are provided in the Course Overview.
Contextualizing the course within the life of the adult learner helps them to see the relevance of the competency and how they may already be equipped to engage meaningfully in the course content.
Design Component
2.1 Clarity of Learning Outcomes (Required): Course Learning Outcomes (CLOs) are clearly stated, measurable, and aligned with higher-level program or institutional outcomes (as applicable). If institution-mandated CLOs are not measurable, then measurable sub-module level objectives that complement the CLO are added to every sub-module. Most learning outcomes emphasize authentic demonstrations, not simply knowledge, and are externally referenced.
Justification
Measurable, clear outcomes are the foundation of course design and accreditation. They inform students of the competencies they need to demonstrate and guide the alignment of content and assessment. Clarity here ensures the course is goal-directed and transparent.
2.2 Outcomes Visibility (Required): The CLOs are prominently communicated to students in the course (listed in the syllabus and appropriately referenced in modules/assessments), entered into the Learning Outcomes tool in Brightspace, and aligned to rubrics and assessments.
Keeps the course outcome-centered. When students can easily see the outcome they are aiming to master at the course level, module level, and the assessment, it reinforces purposeful learning and helps them direct their study efforts. It also signals alignment to the reviewer, satisfying accreditation expectations for outcome-driven design.
2.3 One Outcome per Module Structure (Recommended): The course design follows CBE best practice by having each module focused on a single CLO (the number of modules equals the number of CLOs, with one distinct competency per module).
Having one CLO per module provides clarity and manageability. It ensures each competency is addressed independently, allowing students to focus on one competency at a time and making it easier to organize content and assessments around that single outcome.
2.4 Outcome Alignment (Recommended): Module descriptions state how learning resources, learning activities, and Milestones or Knowledge Checks are aligned to the relevant Course Learning Outcome.
When the learning resources and activities are explicitly aligned to the CLO, the purpose of these resources becomes clear to the learner, and they are more motivated to engage.
Design Component
3.1 Outcome-Assessment Alignment (Required): All assessments (milestones and final) directly align with the stated CLOs, accurately and thoroughly evaluating the competencies they are meant to measure. All assessments are designed for individual completion without requiring peer interaction or group scheduling (to accommodate self-paced enrollment)
Justification
In a competency-based model, tight alignment is critical: each assessment should be purposeful. This ensures that by the end of the course, a student’s performance on assessments genuinely reflects their mastery of each stated outcome – a key accreditation and quality concern. Because YourPace CBE courses may have students starting at different times (or even alone), assessments must not depend on synchronous or group participation. Making all assessments individual ensures that no student is disadvantaged by the self-paced model. This is a structural necessity for fairness and feasibility.
3.2 Formative Milestones for Each Outcome (Required): The course includes formative Milestone assessments for each CLO (ideally one per CLO, with a minimum of three milestones in total) to practice and demonstrate competency before the Final Assessment. Milestones are sequenced to build on prior CLOs.
Mastery learning in CBE relies on practice and feedback. By providing a Milestone for each outcome, the course ensures students can try, learn from mistakes, and build proficiency. This design reduces anxiety and improves final performance, and it reflects best practices for adult learners who benefit from iterative learning.
3.3 Comprehensive Final Assessment (Required): The Final Assessment requires students to demonstrate mastery of all the course’s CLOs. The assessment task is appropriate to the outcome level. The settings allow unlimited files and only one submission. This is the only assessment in the course with a grade item. The Final Assessment assignment matches the Final Assessment Guide.
In a credit-hour CBE course, the final assessment is typically the primary graded component. It must be a capstone that ensures no competency is overlooked. This not only upholds academic standards and credit integrity but also signals to students that each outcome matters and will be checked before course completion.
3.4 Draft Final Assessment (Required): A copy of the Final Assessment and associated rubric is created and added to the Final Assessment Module. The settings include unlimited files and only one submission.
Students are allowed only a single attempt on the Final Assessment with the score becoming the final grade for the course. The optional draft allows students the chance to attempt the Final Assessment and receive feedback for improvement before submitting the Final Assessment.
3.5 Release Conditions (Required): Each Milestone (except Milestone #1) has release conditions that require submission of the prior Milestone in order to be viewed by the learner. The Final Assessment has release conditions that require the minimum of a Proficient score on all Milestone rubrics in order to be viewed by the learner. Turnitin is enabled on all submissions with the report viewable by students. Milestones accept multiple submissions and the Final accepts only one.
Release conditions ensure that the learner completes the Milestone assessments in order. The release conditions on the Final Assessment ensure that the learner has attained proficiency on all CLOs before attempting the Draft and Final Assessment. Providing the Turnitin report to learners helps them to understand when they are using too much a source without proper citation.
3.6 Rubrics for Assessments (Required): All Milestones and the Final Assessment include clear rubrics that define criteria for evaluation and levels of performance for Exemplary, Proficient, Developing, and Emerging levels. Criteria are clearly aligned to the CLO and the components of the task. CLOs are attached only to the appropriate criteria in the rubric. Criteria are appropriate for the task.
Rubrics are essential for transparency and effective feedback. They guide students in understanding how to achieve competency (especially important in self-paced settings) and ensure instructors have a consistent standard for judging mastery. This is aligned with quality standards and supports fair, quick grading turnaround.
Explicitly linking rubric criteria to outcomes reinforces alignment and helps both instructors and students stay focused on the competencies. It prevents misalignment (ensuring no irrelevant criteria) and helps accreditation reviewers see that assessments truly measure the outcomes as intended.
3.7 Clear Assessment Instructions (Required): The directions and prompts for all assessments (Milestones and Final) are clearly written and complete, so students know exactly what to do, why they are doing it, and how to do it. Performance requirements and citation-style are clearly communicated, and there are instructions for submitting work across media.
In a self-paced course, clear instructions are paramount because students may not have immediate instructor guidance. This criterion ensures that assessments are self-explanatory and set students up for success, reducing frustration and the need for clarification. It also reduces instructor burden later and aligns with good course design practice (clear communication of expectations).
3.8 Authenticity of Assessment (Required): Milestones and Final Assessment ask students to apply their learning to a personally relevant context and/or perform tasks they would encounter when working in the related discipline or in their personal, professional, or civic roles.
Authentic assessments more accurately measure the skills, knowledge, and mindsets of the Course Learning Outcomes and increase the chances that these can be transferred outside of class. This provides the added benefit of the creation of artifacts that learners can use in the workplace or job interviews as professional samples of their knowledge and ability.
3.9 AI-Resistant Assessments (Recommended): Milestones and Final Assessment include measures of student learning that cannot easily be completed by AI tools at a level that demonstrates proficiency. AI may be used in the assessment to facilitate production of products at a higher level but require evidence of student mastery of CLOs.
As artificial intelligence continues to rapidly develop, it becomes easier for learners to use these tools to assist them in their course work and assessments. While there are policies in place to guide academic integrity, the development of AI-resistant assessments reduces the likelihood that students will inappropriately rely on these tools.
3.10 Multiple Means of Action and Expression (Suggested): Students are provided with options to demonstrate their mastery of the CLOs that best suit their abilities and preferences (i.e., options for written, spoken, graphic, or video submission to Milestones or Final Assessment).
If the modality of submission is not related to the CLO, then some students may be at a disadvantage by limiting the submission to a non-preferred or less-proficient modality. Offering the choice of modality allows students to demonstrate their best work.
3.11 Assessment Scaffolds (Suggested): Annotated worked examples of exemplary level assessment products are provided to assist learners in understanding expectations.
If an assessment task is new for a learner, evidence shows that worked examples assist in lowering the cognitive load of the task so that the learner may focus on the content and not the procedure. Adult learners are often very motivated to perform at high levels, but may be anxious when they are unclear about what a proficient product or performance might look like
Design Component
4.1 Content Aligned to Outcomes (Required): Instructional materials (readings, videos, etc.) for each module/CLO are relevant and sufficient to help students master that outcome.
Justification
Our accreditation is for credit-hour based CBE which requires instructional components in addition to assessments. In CBE, students often self-direct their study; providing aligned materials for each outcome is crucial so motivated students can learn what they need to demonstrate competency. It also shows accrediting bodies that the credit hours are justified by substantive content.
4.2 Optional Use of Materials (Required): The course does not designate any content item as “required” vs “optional” reading – all materials are presented as resources for students to draw upon as needed to achieve the outcomes.
CBE learners come with varying backgrounds; some may need all provided materials, others may need only a few to demonstrate competency. By not forcing every student through every resource, the course respects adult learners’ time and prior knowledge. This criterion ensures the design aligns with the self-directed nature of CBE, focusing on mastery rather than seat time or content completion.
4.3 Content Organization in Modules (Required): Learning materials are delivered through the Brightspace modules and sub-modules as intended, rather than being listed in long text blocks. (Module descriptions are used for overview, not for dumping full lists of resources or lengthy content.) All content is located in sub-modules.
Using the LMS features as intended (with each resource as its own item) makes navigation intuitive and accessible. It prevents confusion (like students overlooking a link buried in text) and adheres to the template’s design. This approach also makes maintenance easier (updating one item or link) and improves the student experience by providing a clear structure. Adding content to sub-modules enables the addition of release conditions which allows learners to see the main modules but not the content until they submit the prior Milestone.
4.4 Release Conditions (Required): Module 1 is available to all students, but subsequent Sub-Modules have release conditions attached that prevent them from appearing until the learner has submitted the preceding Milestone.
The release conditions ensure the students move through the competency one Module at a time, submitting Milestones to receive feedback on their progress.
4.5 Multiple Means of Representation (Required): The course content is engaging, up-to-date, and presented in various formats to cater to different learning preferences (text, video, audio, etc.), while ensuring no additional cost to the students (using OER or free resources).
Adult learners benefit from engaging and relevant content. A mix of media can maintain interest and presenting content in multiple modalities builds stronger memory traces. Keeping materials current and leveraging free resources also demonstrates academic rigor and consideration for student engagement and cost, which are hallmarks of good course design.
4.6 Resource Attribution and Description (Recommended): Every external learning resource is properly cited or attributed and accompanied by a brief description of its relevance.
Providing citation information up front gives academic credit to original authors and helps locate alternatives if a link breaks. The descriptions serve as a “signpost” for students – in a self-paced environment, this guides them on which resources might be most important for them and why, enhancing effective studying. It also underscores the intentionality behind each material selection.
4.7 Support for Self-Regulated Learning (Suggested): Each instructional resource includes a time estimate to assist learners in planning and guidance for making the most of the resource. Each instructional resource can typically be consumed in less than 30 minutes.
Adult learners often work on distance courses in short chunks of time when they find availability in their busy schedules. Providing time estimates can help them to plan their study. As we enter adulthood and continue to age, we build a tendency to process information at a surface level unless there is a compelling reason to do otherwise. Providing guidance around using a resource can motivate them to engage more deeply with the resource.
4.8 Diversity of Perspectives (Suggested): Learning resources represent a variety of perspectives from dominant and non-dominant cultures and contexts that align with the diversity of our student body. Learners can see themselves in the instructional materials. Authors include non-Western, Educated, Industrialized, Rich, and Democratic (WEIRD) scholars.
The majority of research is conducted by WEIRD scholars which can intimidate students who may be from a different race or culture, Indigenous, non-Native English speakers, female, disabled, or LGBTQ, and a lack of diversity in authorship can invalidate their ways of knowing or their valid life perspectives. Seeing themselves in the course resources helps learners to connect more deeply with the course content and feel seen.
Design Component
5.1 No required peer engagement (Required): If any discussion boards or collaborative activities are included, they are structured to be optional. All required interactions are designed such that a single student can fulfill them if alone.
Justification
CBE courses often have rolling enrollments with students working independently. This criterion ensures that no student is stuck because they have no one to interact with at a given time. Making discussions optional or providing alternative individual tasks preserves the self-paced flexibility while still allowing rich interaction if circumstances permit. It is about designing interaction opportunities without making them a barrier.
5.2 Real-World Relevance (Required): Course content and activities consistently relate to real-world contexts or the students’ professional/personal experiences, enhancing relevance and motivation for adult learners.
Adult CBE learners are often goal-oriented and looking to advance their careers or skills. Demonstrating how competencies translate into real-world skills or problems boosts engagement and helps learners see value in what they are mastering. It also reflects evidence-based practice: learning is deeper when new knowledge is connected to existing knowledge and real situations.
5.3 Practice & Self-Assessment (Recommended): Each Module provides opportunities for students to engage in practice or self-assessment beyond the graded milestones (e.g. practice quizzes, knowledge checks questions embedded in content or videos with Kaltura Quiz, reflection prompts for learners to consider, interactive internet resources that provide automated feedback, online simulations, or annotation tools). A Module Pre-Test may be used to help learners identify which course resources will help to fill knowledge gaps.
Especially in a self-paced model, content interaction encourages active learning and self-reflection, which are evidence-based strategies to improve mastery. Even simple quizzes or prompts that do not require a submission can help students identify what they need to study more, leading to better performance and persistence. “Memory is the residue of thought” (Daniel Willingham), so prompting deep thinking about the content improves retention.
Design Component
6.1 Image Alt Text (Required): All images in the course have appropriate alternative text descriptions (or are marked as decorative if purely ornamental).
Justification
This is a fundamental accessibility requirement (e.g., WCAG standards). Visually impaired learners rely on alt text to understand images. Proper alt text ensures no information is lost and the course is inclusive. It is also required by law and institutional policy for online content.
6.2 Captions & Transcripts (Required): All audio and video content have accurate captions and/or transcripts available for students.
Captions and transcripts are crucial not only for students who are deaf or hard-of-hearing, but also for those who prefer reading, who speak English as a second language, or who are in environments where they cannot play audio. Providing them is both an accessibility mandate and a boost to overall learning quality (students can search text, review easily, etc.).
6.3 Accessible Files (Required): All files uploaded to the course (pdfs, Word files, ppt slides, etc.) meet WCAG accessibility standards.
Changes to Title II of the Americans with Disabilities Act require that all instructional materials be completely accessible by April 24, 2026 and meet Web Content Accessibility Guidelines. Ensuring that all files uploaded to Brightspace maintains compliance with this rule and improves access to course content for a variety of learners.
6.4 Accessible Formatting & Design (Required): The course’s text content uses accessible formatting: a high contrast between text and background, proper heading structures, and no reliance on color alone to convey meaning.
Good visual and structural design aids all learners, not just those with disabilities. High contrast and organized content reduce eye strain and cognitive load. Proper headings allow screen reader users to navigate and understand the page structure. This criterion is about ensuring the course is perceivable and navigable for everyone, aligning with ADA/Section 508 and WCAG guidelines.
6.5 Functional Links and Media (Required): All links and embedded media in the course are tested and working, and materials load as intended. There are no broken links or errors that impede access.
Ensuring all components work is a basic yet critical quality check. Broken resources can halt a student’s progress, especially if they are relying on that content to learn a competency. By catching and fixing broken links and media beforehand, the course avoids frustration, maintains credibility, and keeps students on track. It is a key part of QA and accreditation (courses should be maintained and up-to-date).
6.6 Accuracy and Proofreading (Required): Course content is free of significant grammatical, spelling, or typographical errors.
While a few typos might not break a course, a well-polished text improves student comprehension and trust in the material. Adult learners will notice errors, and too many can distract from learning or cause misinterpretation. This criterion ensures the course maintains a high standard of professionalism and clarity in all written content.
6.7 Descriptive Link Text (Recommended): Hyperlinks in the course use meaningful, descriptive text rather than raw URLs or generic “click here” phrases.
Descriptive links improve navigation for all learners. They let students scan for relevant resources and are crucial for screen reader users who may jump through links. It is a simple practice that greatly increases usability and meets accessibility guidelines (avoiding unnecessary difficulty for those using assistive tech).
6.8 Remediation (Suggested): Prerequisite knowledge and skills are identified for students and instructional materials are provided for students to build knowledge and skills to be successful in the course. A glossary of course terms or disciplinary terminology is included for students to develop fluency in the discipline and remediate missing prior knowledge.
Many adult learners have not been in a formal academic setting for many years and may have weak academic skills or be missing necessary knowledge to be successful in the course. Providing a list of knowledge and skills that students should already have along with accompanying instructional materials in Click Here to Get Started will ensure that all learners are successful in your course.
Design Component
7.1 Technical Requirements (Required): Any special software, hardware, or technical skills needed for the course are clearly communicated to students in the Syllabus and Course Overview, along with guidance on obtaining or learning those tools in Click Here to Get Started. Required technology tools primarily include those supported by the UMS.
Justification
No student should be caught off guard by technical needs. By stating requirements early (and providing help), the course ensures students can arrange access and training. This is especially important in self-paced courses—students may not have immediate instructor contact to ask, so the course itself should anticipate and answer these needs. It is a good practice to prevent technical barriers from derailing learning. Utilizing platforms supported by the UMS affords students stronger privacy protections and IT support.
7.2 Tool Accessibility (Required): Any third-party technology tools used in the course are accessible to students with disabilities, or alternative accommodations are provided.
Just like course content, any required technology must be usable by all students. If a tool is not accessible, the student’s ability to demonstrate a competency could be unfairly hindered. This criterion ensures the course does not inadvertently exclude students with disabilities due to third-party tools, maintaining both legal compliance and ethical inclusion.
7.3 External Tool Privacy & Guidance (Recommended): For any external websites or learning tools used (outside the LMS), the course provides appropriate guidance and privacy information. This includes linking to privacy policies if student data or accounts are involved and giving instructions for use. Learning resources do not unnecessarily require learners to sign up for an account, require enablement of 3rd party cookies, or include intrusive advertisements.
Transparency and student data protection are critical. If we ask students to use tools outside our LMS, we should respect their privacy by making sure they are aware of how their data is handled. Additionally, clear guidance prevents technical hiccups—students should not waste time figuring out a tool’s basics when that time could be spent learning content. This criterion aligns with ethical use of technology and smooth integration of tools into learning.
7.4 AI-Supported Learning (Recommended): Students are provided with resource- or assessment-specific suggestions for using AI tools to assist them in the productive struggle of learning while automating work or generating ideas that are not included in a CLO.
As AI tools become ubiquitous in the workplace, our students will benefit from practicing the use of these tools ethically, practically, and productively. However, because students are often inaccurate in their assessment of their own learning and many are unaware of the benefits of desirable difficulties in the learning process, they may not know appropriate ways to use AI that will help and not harm their learning.
7.5 Navigation Simplicity (Suggested): Unused LMS tools or menu items are removed or hidden, so that the course menu only shows relevant tools (content, grades, etc.) actually used in the course.
Especially for adult learners who may be less familiar with LMS, a streamlined interface is helpful. Removing unnecessary items from the menu focuses students on what they need to do and reduces distraction. It is a simple step to make the course feel more polished and user-friendly, though not strictly a QA requirement if the template largely handles it.