Internet Learning Volume 4, Number 2, Fall 2015 | Page 78

The Intersection of EPAS and QM Rubric Standards for Best Practice in Distance Education
Curriculum and instruction
Standard A.6.7.
The curriculum design must
reflect the mission and
philosophy of both the
occupational therapy program
and the institution and must
provide the basis for program
planning, implementation, and
evaluation. The design must
identify curricular threads and
educational goals and
describe the selection of the
content, scope, and
sequencing of coursework.
Doctoral Standard A.6.8.
The program must have
clearly documented
assessment measures by which
students are regularly
evaluated on their acquisition
of knowledge, skills, attitudes,
and competencies required for
graduation.
Standard A.6.9.
The program must have
written syllabi for each course
that include course objectives
and learning activities that, in
total, reflect all course content
required by the Standards.
Instructional methods (e.g.,
presentations, demonstrations,
discussion) and materials used
to accomplish course
objectives must be
documented. Programs must
also demonstrate the
consistency between course
syllabi and the curriculum
design.
Evaluation and assessment
Does the distance/ electronic
learning format fit within the
current curriculum design?
Are students evaluated on
their acquisition of
knowledge, skills, attitudes,
and competencies?
Are the assignments available
through electronic learning
appropriate for the
development of competencies?
Are the syllabi clear and easy
to understand with no
opportunities for alternate
interpretation of content?
Are the learning objectives
and competencies appropriate
in rigor and breadth of nondistance
courses?
Standard 2.2 (Essential)
Pertains to learning objectives
Standard 3.1 (Essential)
Pertains to assessments
Standard 3.5
Pertains to self-assessment
Standard 1.2 (Essential)
Pertains to course syllabus
Standard 2.1 (Essential)
Pertains to measurable
outcomes
Standard 2.4 (Essential)
Pertains to course activities
Standard 5.1 (Essential)
Pertains to course activities
Standard 5.2 (Essential)
Pertains to active learning
Limited match. QM addresses
course level only consistency
between module and course
learning objectives. QM does
not address curriculum design
or relationship to mission.
Limited match. Institution
and QM document
consistency of course goals,
learning objectives, and
assessment with single course.
QM does not align course with
larger programmatic or degree
competencies.
Limited match. Institutional
template and QM require
clarity in syllabus. QM does
not address consistency
between course syllabus and
curriculum design.
Standard A.3.6.
Evaluation content and
methods must be consistent
with the curriculum design,
objectives, and competencies
of the didactic, fieldwork, and
experiential components of the
program.
Is evaluation/assessment of
student performance
consistent?
Are technologies available for
instructor/student interaction
(e.g., e-mail, chat rooms, fax,
threaded discussions, phone)?
Standard 3.2 (Essential)
Pertains to grading policy
Standard 3.3 (Essential)
Pertains to evaluation criteria
Standard 3.4
Pertains to assessment
instruments
Close match. Institution and
QM require clarity in means
of assessment, grading
criteria, and feedback for
individual courses. QM does
not address curriculum design.
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