The instructionalmaterialsrepresent up-to-date theory andpractice in thediscipline.Instructions makeclear how to getstarted andwhere to findvarious coursecomponents.Learningactivities provideopportunities forinteractions thatsupport activelearning.Therequirementsfor learnerinteraction areclearly statedCourse andinstitutionalpolicies areclearly statedwithin thecourse or linkedThe self-introduction by theinstructor iswelcoming andstudents have thechance to introducethemselvesThe relationshipbetween the use ofinstructionalmaterials in thecourse & completionof learning activities& assessments isclearly explained.The types and timingof assessmentsprovide learners withmultiple opportunitiesto track their learningprogress with timelyfeedback.Learning objectivesare clearly stated,are learner-centered, and areprominently locatedin the courseThe assessmentsmeasure theachievement ofthe statedlearningobjectives.The learningobjectives aresuited to andreflect the levelof the course.A variety ofinstructionalmaterials isused in thecourse.The course includesmultiple types ofassessments thatare sequenced andsuited to the level ofthecourse.The course-levellearningobjectives(CLOs) describeoutcomes thatare measurable.Communicationguidelines forthe course areclearly stated.FREEThe learningactivities helplearnersachieve thestatedobjectives.The relationshipbetween learningobjectives,learning activities,and assessmentsis made clear.Specific anddescriptive criteria areprovided for theevaluation of learners’work, and theirconnection to thecourse grading policyis clearly explainedMinimumtechnologyrequirements &technical skillsskills expected ofthe learner areclearly stated.The instructionalmaterialscontribute to theachievement ofthe stated learningobjectives.The course models theacademic integrityexpected of learnersby providing bothsource references andpermissions for use ofinstructional materials.The course gradingpolicy is statedclearly, availablefrom the start, andconsistentthroughout thecourse site.The instructor’splan for regularinteraction withlearners insubstantive waysduring the courseis clearly stated.The MLOsdescribeoutcomes thatare measurableand consistentwith the CLOsThe instructionalmaterialsrepresent up-to-date theory andpractice in thediscipline.Instructions makeclear how to getstarted andwhere to findvarious coursecomponents.Learningactivities provideopportunities forinteractions thatsupport activelearning.Therequirementsfor learnerinteraction areclearly statedCourse andinstitutionalpolicies areclearly statedwithin thecourse or linkedThe self-introduction by theinstructor iswelcoming andstudents have thechance to introducethemselvesThe relationshipbetween the use ofinstructionalmaterials in thecourse & completionof learning activities& assessments isclearly explained.The types and timingof assessmentsprovide learners withmultiple opportunitiesto track their learningprogress with timelyfeedback.Learning objectivesare clearly stated,are learner-centered, and areprominently locatedin the courseThe assessmentsmeasure theachievement ofthe statedlearningobjectives.The learningobjectives aresuited to andreflect the levelof the course.A variety ofinstructionalmaterials isused in thecourse.The course includesmultiple types ofassessments thatare sequenced andsuited to the level ofthecourse.The course-levellearningobjectives(CLOs) describeoutcomes thatare measurable.Communicationguidelines forthe course areclearly stated.FREEThe learningactivities helplearnersachieve thestatedobjectives.The relationshipbetween learningobjectives,learning activities,and assessmentsis made clear.Specific anddescriptive criteria areprovided for theevaluation of learners’work, and theirconnection to thecourse grading policyis clearly explainedMinimumtechnologyrequirements &technical skillsskills expected ofthe learner areclearly stated.The instructionalmaterialscontribute to theachievement ofthe stated learningobjectives.The course models theacademic integrityexpected of learnersby providing bothsource references andpermissions for use ofinstructional materials.The course gradingpolicy is statedclearly, availablefrom the start, andconsistentthroughout thecourse site.The instructor’splan for regularinteraction withlearners insubstantive waysduring the courseis clearly stated.The MLOsdescribeoutcomes thatare measurableand consistentwith the CLOs

Quality Matters BINGO - Call List

(Print) Use this randomly generated list as your call list when playing the game. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


1
I
2
C
3
A
4
A
5
C
6
C
7
I
8
A
9
L
10
A
11
L
12
I
13
A
14
L
15
C
16
A
17
A
18
L
19
A
20
C
21
I
22
I
23
A
24
A
25
L
  1. I-The instructional materials represent up-to-date theory and practice in the discipline.
  2. C- Instructions make clear how to get started and where to find various course components.
  3. A-Learning activities provide opportunities for interactions that support active learning.
  4. A-The requirements for learner interaction are clearly stated
  5. C-Course and institutional policies are clearly stated within the course or linked
  6. C-The self-introduction by the instructor is welcoming and students have the chance to introduce themselves
  7. I-The relationship between the use of instructional materials in the course & completion of learning activities & assessments is clearly explained.
  8. A-The types and timing of assessments provide learners with multiple opportunities to track their learning progress with timely feedback.
  9. L-Learning objectives are clearly stated, are learner-centered, and are prominently located in the course
  10. A-The assessments measure the achievement of the stated learning objectives.
  11. L-The learning objectives are suited to and reflect the level of the course.
  12. I-A variety of instructional materials is used in the course.
  13. A-The course includes multiple types of assessments that are sequenced and suited to the level of the course.
  14. L-The course-level learning objectives (CLOs) describe outcomes that are measurable.
  15. C-Communication guidelines for the course are clearly stated.
  16. A-FREE
  17. A-The learning activities help learners achieve the stated objectives.
  18. L- The relationship between learning objectives, learning activities, and assessments is made clear.
  19. A- Specific and descriptive criteria are provided for the evaluation of learners’ work, and their connection to the course grading policy is clearly explained
  20. C-Minimum technology requirements & technical skills skills expected of the learner are clearly stated.
  21. I-The instructional materials contribute to the achievement of the stated learning objectives.
  22. I-The course models the academic integrity expected of learners by providing both source references and permissions for use of instructional materials.
  23. A-The course grading policy is stated clearly, available from the start, and consistent throughout the course site.
  24. A-The instructor’s plan for regular interaction with learners in substantive ways during the course is clearly stated.
  25. L-The MLOs describe outcomes that are measurable and consistent with the CLOs