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

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