During the course review process, the course developer is asked to self-assess the course they developed using a course quality rubric. As the next step, their peers assess the course using the same rubric and provide the course developer detailed feedback. If improvements are necessary, the course developer adjusts the course and explains their actions.
The task of course design is authentic, it is forward-looking, and it is assessed based on clear criteria using detailed feedback. Self-adjustment is a part of the process as well.
- Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Designing Significant Learning Experiences. http://www.designlearning.org/wp-content/uploads/2010/03/Self-Directed-Guide..2.pdf
- Fink, L. D. (2016). Pre-workshop reading assignment on: Designing courses for more significant learning. Designing Significant Learning Experiences. http://www.designlearning.org/wp-content/uploads/2010/03/Pre-Rdg-for-ICD-Workshop-Jan-2016.docx
- Wiggins, G. (1998). Educative Assessment. Jossey-Bass Publishers.