It is a multidimensional indicator which reflects a combination of the student assessment of the teacher’s performance and the teacher’s commitment to good practices in virtual teaching (session management; course management, Synchronized performance, and exam).

The first and last objective of measuring this indicator and measuring its dimensions is to upgrade the teaching process at the Syrian Virtual University by providing the necessary data to monitor the development aspects of the teacher performance and cooperating with him/her to improve it. This indicator certainly has secondary benefits for program managers in terms of subjects’ allocation decisions and teaching sessions’ allocation decisions.

The teacher himself does so through his/her practices! No one evaluates the teacher’s performance. The information of good practice commitments is generally taken electronically and human intervention is limited to recording practices when they occur; these practices that their monitoring is difficult to automate. However, the quality team, in cooperation with the University's Board of Directors, determines the relative weight of importance of each of the non-good practices.

This means that the teacher has achieved a combination of high student assessment and high internal assessment. That is to say, he/she received a high rating from his/her students and a high internal assessment of commitment related to good practices. While the student's assessment of the teacher differs from one student to another because of the self-involvement of the evaluator, internal evaluation is a 100% objective evaluation because it is merely an electronic monitoring of specific practices.

A teacher's low mark means that he/she has not followed good practices, so a teacher with an outstanding teaching performance can have a low mark if he/ she commits insufficient good practices in course management, session management, or the like.

Five independent teams of staff members and consultants who have special authorizations to extract the necessary data shall complete the following five reports:

1. Course management report QA SUB
2. Session management report QA SES
3. Exams report QA EXM
4. Student Assessment Report QA SET

Each report result in  a mark for each teacher with predefined weights for poor practices.
 

• Unformatted assignment text.
•  The assignment text not uploaded within the specified time.
• Delay in creating the assignment upload link.
• Error naming assignments upload link or error in link properties (unlimited, delivery date not specified).
• Not uploading the work plan on time.
• Delay in creating an assignment upload link
• Error naming assignment upload link or error with link properties (unrestricted, delivery date not specified)
• Not uploading work plan on time.
• Early archiving requires board decisions to re-enable the link.
•  Neglecting the follow-up of electronic objections within the deadline.
• Uploading corrected assignment forms without indicating the scale / method of correction.
• Moodle page is completely neglected (semi-empty / un-classified / wrong address / etc.)
• Moodle page has incomplete contents.
•  Moodle page not classified.
• Not uploading the detailed correction scheme of assignments on time.
• Not uploading the end-of-semester document on time.
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• Comprehensive error in writing exam questions.
• Providing faulty exam instructions.
•  Failing to upload exam questions within available time limit.
•  Exceeding the percentage of approved reading questions.
• A fundamental error in the text of the question that required special action to remedy it.
• A duplicate question that led to a complaint that required corrective action.
• Format error (eg: very small font; disorganized table)

• Exceeding the interval limit between two synchronized sessions for the same class over two weeks or ten days if more than one teacher is in the same class.
•  Conducting more than two sessions for the same class on the same day.
• Conducting more than three sessions for the same class the same week.
• Commencing synchronized sessions after a long time of  the beginning of the semester (two weeks or more)
• Uploading the session’s file or files after a long period of time of finishing it (after a week or more)
•  Few number of sessions for the one class (less than 8)
• The description of the uploaded session file does not indicate its content

• The lecturer simply reads the slides or the scientific material with simple comments and no interaction.
• Sound is accompanied by excessive noise.
• There is no image (display window) or it is frozen for an extended period during the session
• Slanted view window due to screen resolution incompatibility (lecture recorded or no students)
• A small font that is difficult to read by the student.
• Start recording before finishing adjusting the settings and removing additional windows.
• A large view window that contains useless extras such as the desktop.
•  The recording of the session continues despite its actual termination (assuming that the time requirement is verified)
•  Responding to phone calls during the session (while recording)
•  Browsing Web pages or downloading a non-related file during the session.
• Showing a video file from the Internet during the session.
• The actual lecture duration is slightly shorter than the approved limit with a long duration on Webdemo.
• The introduction part at the beginning of the session does not exist or its purpose in documenting its data.
• The inconsistency of sessions in general with the work plan of the current semester.