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Developing a Teaching Presence rubric to evaluate online course and teaching quality
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Developing a Teaching Presence rubric to evaluate online course and teaching quality

Patrick Gillett, Tina van Eyk, Kylie Day, Carolyn Seton and Patrick Bruck
SSRN
Elsevier
11/03/2026
DOI: https://doi.org/10.2139/ssrn.6170107
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Abstract

Teaching presence Higher education Educational affectiveness Gwet's AC2
This paper reports a comprehensive interdisciplinary project to develop an analytical rubric for online and blended learning framed by the model of Teaching Presence. The project's purpose was to create a robust 'theory-based' instrument to complement the use of Student Evaluation of Teaching (SET) surveys, a method that dominates the assessment of course and teaching quality in Higher Education. Extending over multiple stages of development and testing, the final rubric comprises 23 teaching activities covering the three Teaching Presence functions: 1. Design and Organisation, 2. Facilitating Discourse, and 3. Direct Instruction. As part of the final testing stage, 36 Teaching Presence rubrics were administered by the project team to 12 courses across a range of undergraduate programs and levels of learning. Support for the rubric's design is provided by strong inter-rater reliability, calculated using Gwet's Agreement Coefficient 2 (Gwet's AC2). The Teaching Presence rubric is demonstrated to be a reliable instrument that can effectively contribute to the evaluation of course and teaching quality in online and blended HE programs.

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