Unit 2: The 8 QM General Standards: Support, Accessibility & Assessment
2.7 Standard 6: Learning Support
What it measures: Whether the course provides accessible, timely support to help learners succeed (academic support, technical support, student services).
Why it matters: Online students face unique challenges: they may be isolated, juggling multiple responsibilities, or new to online learning. Clear information about where to get helpâand ensuring help is actually available and responsiveâis essential for learner success and retention.
Key criteria include:
- Course provides clear information about available student support services (academic advising, tutoring, writing center, library, disability services, etc.)
- Technical support is readily accessible (contact information, response times, help desk availability)
- Course includes orientation or welcome information to help students navigate the course
- Instructor contact information and response time expectations are clearly stated
- The course includes information about academic integrity, plagiarism, and citation expectations
- Accommodations for students with disabilities are clearly stated and accessible
2.8 Standard 7: Accessibility
What it measures: Whether the course materials, navigation, and interactions are designed to be accessible to all learners, including those with disabilities.
Why it matters: Accessibility is both an ethical imperative and a legal requirement (under the ADA in the U.S. and similar laws globally). Accessible courses benefit all learners, not just those with disabilities. Good accessibility practices improve usability for everyone.
Key criteria include:
- Course navigation is keyboard-accessible (students can navigate without a mouse)
- All images have descriptive alt text (not "image1.jpg" but a meaningful description)
- All videos have captions and transcripts
- Color is not the only way to convey information (because some students are color-blind)
- Font size and contrast are sufficient for readability
- PDFs are tagged for screen readers
- Links have descriptive anchor text (not "click here" but "Read the accessibility guidelines")
- Headings are properly formatted and hierarchical
2.9 Standard 8: Assessment and Evaluation
What it measures: Whether the course includes varied, well-designed assessments that measure the stated learning outcomes; and whether the course includes a process for evaluating the course itself (e.g., student feedback).
Why it matters: Assessment serves two critical functions: (1) it measures whether students have learned what the course claims to teach, and (2) it provides evidence for continuous improvement. Without good assessment data, educators cannot know if their courses are working.
Key criteria include:
- Assessments measure the stated learning outcomes (alignment, again!)
- Assessment methods are varied and appropriate for the learning outcomes (e.g., not everything is a multiple-choice test)
- Formative assessments (practice, feedback, quizzes) are included to help students learn along the way
- Summative assessments (exams, projects, papers) measure final achievement of outcomes
- Assessments provide meaningful, timely feedback to students
- Assessment results are used to evaluate and improve the course (evidence of course evaluation and revision)
- Grading criteria are clear and aligned with learning outcomes
- Academic integrity policies are in place (proctoring, plagiarism detection, honor codes)
