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Evaluation Instructions:

Go to www.blinn.edu
Under Faculty and Staff, click Faculty Development
On the right, Click on Assessment Portal
If on campus, click on On Campus Access. If off campus, click on Remote Access.

Click on Management and log in.

Double click on the Search button.

You are assigned either Academic Reviewer 1 – 2 or Technical Reviewer 1- 2. Find a class you need to review and then click on either Reviewer 1 or 2.
Using the rubric provided, mark each section of the MCS as “Meets Expectations”or “Does Not Meet Expectations”. If you mark that the section does not meet expectations, then you must give suggestions for improvement in the text box below the section.

After you have completed the MCS review, click Mark Review as Complete and then click Done.

MCS Definitions	Meets guidelines	Does not meet guidelines
Purpose Statement:a brief explanation of why the College teaches the course and how it contributes to addressing the goals of the division and of the college curriculum as a whole.	Describes how course corresponds with College and program mission and purpose.	Does not explain the relationship between the course and the College or program mission or purpose. Typos or grammatical errors
Course Description:a verbatim copy of the course description in the college catalog	Description matches the catalog	Description does not match the catalog Typos or grammatical errors
Expanded Course Description:gives more detailed information about the contents and general structure of the course	Expanded description gives a brief detailed version of the course content and structure	Over two paragraphs long. Does not address the contents or structure of the course Typos or grammatical errors
Credit Hours:the number of weekly lecture hours and (if applicable) laboratory hours; the number of credit hours	Total hours as well as the break down into lecture and labs are correct	Total hours and/or lab hours are not correct.
Prerequisites: a list of prerequisites that are listed in the college catalog	A complete list of prerequisites are listed OR There are no prerequisites.	A incomplete/incorrect list of prerequisites are listed Typos or grammatical errors
Corequisites: a list of corequisites that are listed in the college catalog	A complete list of corequisites are listed OR There are no co requisites.	A incomplete/incorrect list of corequisites are not listed Typos or grammatical errors
Student Learning Outcomes:Student learning outcomes represent the critical core knowledge a student should possess upon completion of the course. The student learning outcomes for a course will typically include affective, cognitive, and behavioral (psycho-motor) objectives. These outcomes relate to the general program goals, division goals, institutional goals, and the college mission.	Used appropriate verbiage according to Bloom’s taxonomy. Outcome is actionable Outcome can be measured. Directly corresponds with the course purpose and description Outcomes indicate a progression of learning if prerequisites exist	Used the language: understand, know, demonstrate an understanding of, or learn Not actionable Not measureable Is not specific enough to correspond with the course purpose or description Typos or grammatical errors

MCS Definitions	Meets guidelines	Does not meet guidelines
Course Requirements: This section is intended to include any learning activities, industry standards, and/or senior institution transfer requirements that are fundamental to the course. All sections of the course, regardless of location or modality, must include these requirements.	Divisional or departmental standards/rules for articulation to senior institutions Example: writing a prescribed number of words in a class	Vague or unapproved standards/rules Not a requirement for articulation Typos or grammatical errors
Grading Scale:	Based on 100 point scale	Not based on 100 point scale
Grading System: The master course syllabus defines the broad parameters within which an instructor’s grading system for that specific course must fall. Student evaluations for all courses at the College must include at least four major grades. A comprehensive final exam constituting 10-30 percent of the student’s grade is required for all courses. The current college attendance policy also requires that the student’s final grade include at least ten percent for participation. Beyond these basic requirements, the faculty defines any other activities/assignments that are necessary to assure overall consistency in addressing the student learning outcomes for each specific course.	Describes the method in which grades are distributed. Must include the following: Comprehensive final with % of student grade At least 10% should be participation At least four major grades	Requirements of the College not met or partially met Typos or grammatical errors
Assessment: Multiple measures will be used to evaluate the student learning outcomes for each course. These measures may be content specific, attitudinal, or behavioral. The strategies designed to measure student learning outcomes may be developed by division/program faculty members or may include established institutional measures such as grade distribution, pre/post tests, and inter-institutional course tracking. Faculty members must identify the assessment strategies which will be used to assess all sections of all courses regardless of location or modality. The results of these assessment strategies will be provided to the faculty members so the information will be used for course/program improvement.	Each course must include two appropriate institutional measures	Does not include two institutional measures Inappropriate measures Typos or grammatical errors

MCS Definitions

Meets guidelines

Does not meet guidelines

Instructional Schedule: Each syllabus contains some indication of how the course material is distributed during the semester. The division faculty decides how specific this section should be to ensure that course instruction is appropriately consistent. For many courses, a general statement that provides minimal guidelines about course sequencing and emphasis suffices. In other situations, division faculty may choose to be more rigid about defining in the syllabus a schedule of topics and/or assignments.

At least a general statement of course sequencing and emphasis

Inadequate or no statement about sequencing or emphasis

Typos or grammatical errors

Materials:All appropriate textbooks and special course materials are listed and clearly identified as required. The information provided must be complete enough to also address instructional modality and location. Faculty is encouraged to use supplemental materials with the approval of the division chair.

All materials for Bryan and Brenham, Sealy, and Schulenburg divisions are designated

Incomplete list of materials

Typos or grammatical errors