Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 4–Proposal of
Evaluation

1. General Description of the Course

Faculty or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional

Academic Field Formación disciplinar

Course Name Testing and Evaluation in ELT

Course Code 551020
Course Type Select course type Retake Yes ☒ No ☐
Exam
Number of Credits 3

2. Description of the Activity

Indi
Number of
Type of Activity: vidu ☒ Collaborative ☐ 3
Weeks
al
Initi
Evaluation al
☐ Intermediate ☒ Final ☐
Moment: Unit
1
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
100
Environment
Starting Date of the
Deadline of the Activity:
Activity:
April 9th , 2019
April 17th, 2019
Competences to Develop:
To performs an analysis of an evaluation proposal
Topics to Develop
Proposal of Evaluation
Steps, Phase or Stage of the Learning Strategy to Develop
Task – Based on Learning
Activities to Develop For the accomplishment of this activity, the
students must choose one of the populations group and develop a
proposal of evaluation
Environments for
This activity has to be carry out by the
the Development
collaborative Environment only
of the Activity
Products to be Individual:
Submitted by
Students Each student will choose one of the following
population groups:

a. 9 siblings aged 12 and 14 years, who receive

private English lessons because their parents
want to travel to an English-speaking country
in a period of approximately three years.
Students receive three hours of English class
every two days at home with a private
teacher.

b. A course in seventh grade in a private school

located in the town of a municipality in
Palmira. The group is 26 students.

c. A group of aborigine students who belong to

a shelter in the department of Vaupés.
Students receive two hour of English every
day. The group is 16 students aged 11 to 16
years

d. 2017 Promotion of a private country school in

a very exclusive northern area in Cali. The
school has bilingual status; the school day is
8 hours. The class is 24 students.

The student will justify the reasons for chosen

the population group, and analyze the
hypothetical facts that characterize it.

Note: Information that is not given by the

course, but that can be proposed by the
students.

Forum contributions

The student actively participates in the selection

of the group, presenting arguments. Also in the
analysis and proposed hypotheses about the
chosen group.

The participation of the student must be

reflected in the collaborative work forum; each
student must have at least three participations.

The leader is the only in charge to send the final

document. It presents both group and individual
analysis and proposed exercised.

50 Points

Collaborative:

After the individual part, the students must

choose a population or group with which they
will work. Then, the students choose two
abilities or skills

a. Writing
b. Grammar
c. Listening
d. Vocabulary
e. Speaking
f. Reading

Then, the students have to analyze the

possibilities of assessment in the population
group chosen. That is, the students have to
relate the characteristics of evaluation of the
two skills and the realities presented in this
 population group

The participation of the students must be

reflected in the collaborative work forum; Each
student must have at least three participations.

For the accomplishment of this task, students

have to look for additional reliable references

50 Points

3. General Guidelines for the Collaborative Work

Planning of Collaborative learning is a strategy that allows

Activities for the students to work together in order to achieve a
Development of common goal. Accordingly, the collaborative
Collaborative work proposed for the course is based on a
Work structured and planned process that includes
individual and group activities, as well as
interaction and socialization in the virtual
classroom.
1. Explore the syllabus of the course.
2. Make several readings of the activity guide
and the evaluation rubric for each of the units of
individual and collaborative work.
3. All the activities that are carried out for the
development of the activity should be reflected
within the course through the different media
and especially in the forum of each activity,
since the interaction; if they work by Skype or
other means they should evidence it in the
forum with screenshots.
4. Be in constant communication with the
colleagues and tutor during the development of
activities.
5. In case of any concern, ask the tutor or the
colleagues with time, using the various
communication channels arranged in the course.
6. Enter the contributions with time for the
 Timely feedback from peers and tutor.
7. Establish a schedule of activities within each
forum and a table of roles and functions for
meet during the development of each activity.
Different roles are proposed within the
collaborative environment, which allow an
appropriate space for academic growth and
effective interaction that promotes learning and
interpersonal relationships. Every student will
take up one of these roles for the development
of the course assignments and can only be
changed if decided by the group members.
Facilitator: Makes sure that every voice is
heard and focuses work around the learning
Roles to Be task. Provides leadership and direction for the
Performed by the group and suggests solutions to team problems.
Student in the Recorder: Keeps a public record of the team's
Collaborative ideas and progress. Checks to be sure that ideas
Group are clear and accurate.
Time keeper: Encourages the group to stay on
task. Announces when time is halfway through
and when time is nearly up.
Planner: States an action for the completion of
the task at hand according to the instructions
and course agenda.
Task monitor: Looks for supplies or requests
help from the teacher when group members
agree that they do not have the resources to
solve the problem.
Roles and Duties Compiler: Puts together the final product and
for the includes the work done only by those who
Submission of participated on time. Informs the student in
Products by charge of alerts about people who did not
Students participate and will not be included in the final
product.
Reviser/Editor: Makes sure the written work
follows all the criteria established in the activity
guide.
Evaluator: Evaluates the final document to
ensure it follows the evaluation criteria of the
 rubric and informs the student in charge of
alerts about any changes that need to be made
before delivering the product.
Deliveries: Student in charge of informing
about the dates set for presenting each task and
delivering the final product according to the
course agenda. Also informs other students that
the final product has been sent.
Alerts: Informs group participants about any
news in the work being done and reports the
delivery of the final product to the course tutor.
References Dear student,
Bibliographic references are cited as a
complement to your academic activities on
campus. These bibliographies should be used in
a meaningful way since they are of great
importance in the second unit.
http://bibliotecavirtual.unad.edu.co/login?
url=https://bibliotecavirtual.unad.edu.co:2969/l
ogin.aspx?
direct=true&db=e000xww&AN=204693&lang=e
s&site=ehost-live&ebv=EB&ppid=pp_8
(Read P. 3 to 11)
Devine A. Literacy for Visual Learners: Teaching
Children with Learning Differences to Read,
Write, Communicate and Create. London:
Jessica Kingsley Publishers; 2016.Retrieved
from:
http://bibliotecavirtual.unad.edu.co/login?
url=https://bibliotecavirtual.unad.edu.co:2969/l
ogin.aspx?
direct=true&db=e000xww&AN=1061112&lang=
es&site=ehost-live&ebv=EB&ppid=pp_17
(Read Ch. 1)
Haynes, J., & Zacarian, D. (2010). Teaching
English Language Learners Across the Content
Areas. Alexandria, Va: Assoc. for Supervision
and Curriculum Development. Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?
url=https://bibliotecavirtual.unad.edu.co:2969/l
 ogin.aspx?
direct=true&db=e000xww&AN=317219&lang=e
s&site=ehost-live&ebv=EB&ppid=pp_35
(Read Ch.3)
Purmensky, K. L. (2009). Service-learning for
Diverse Communities : Critical Pedagogy and
Mentoring English Language Learners. Charlotte,
N.C.: Information Age Publishing. Retrieved
from: http://bibliotecavirtual.unad.edu.co/login?
url=https://bibliotecavirtual.unad.edu.co:2969/l
ogin.aspx?
direct=true&db=e000xww&AN=470230&lang=e
s&site=ehost-live
(Read part I)
Kontra, E. H., & Kormos, J. (2008). Language
Learners with Special Needs : An International
Perspective. Bristol: Multilingual Matters.
Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?
url=https://bibliotecavirtual.unad.edu.co:2969/l
ogin.aspx?
direct=true&db=e000xww&AN=235286&lang=e
s&site=ehost-live
(Read Ch.6)
Sasson, D. (2013). Speaking and Writing for
English Language Learners: Collaborative
Teaching for Greater Success with K-6. Lanham,
Maryland: R&L Education. Retrieved from
http://bibliotecavirtual.unad.edu.co/login?
url=https://bibliotecavirtual.unad.edu.co:2969/l
ogin.aspx?
direct=true&db=e000xww&AN=651108&lang=e
s&site=ehost-live
Plagiarism Policy Students must be aware of the risks and
penalties in case of plagiarism.

Under the Academic Code of Conduct, the

actions that infringe the academic order, among
others, are the following: paragraph e)
"Plagiarism is to present as your own work all or
 part of a written report, task or document of
invention carried out by another person. It also
implies the use of citations or lack of references,
or it includes citations where there is no match
between these and the reference" and
paragraph f) " To reproduce, or copy for profit,
educational resources or results of research
products, which have rights reserved for the
University ". (Acuerdo 029 - 13 De Diciembre de
2013, Artículo 99)

The academic penalties that the student will face

are:

a) In case of academic fraud demonstrated in

the academic work or evaluation, the score
obtained will be zero (0.0) without any
disciplinary measures being derived.
b) In case of proven plagiarism in academic
work of any nature, the score obtained will be
zero (0.0), without any disciplinary measures
being derived.

To learn how to properly cite all your tasks, see

the following:
BibMe. (n.d.). APA Citation Guide. Retrieved
from http://www.bibme.org/citation-guide/apa/

4. Evaluation Rubric
Evaluation Rubric
Task 4 – Proposal of Evaluation
Activity Collaborative
Individual Activity ☒ ☒
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit 2
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
Discussion The student The student The student didn 30
group participates participates in the ´t participate in
selection actively in the selection, but didn the selection of
 selection of the
and group, presenting
´t not participate
presentation arguments. Also
in the analysis or the group nor in
of analysis in the analysis
the creation of its analysis
and and hypothesis
hypotheses
hypothetical proposal of the
facts chosen group.
(up to 30 (up to 20
(up to 1 points)
points) points)
The student
presents a The student
proposal of presents the skill
activity and assessment The student didn
Group argues based on proposal, but it is ´t present
20 points
discussion the analysis of the not related to the
the activity
chosen group and selected group or
also relates them to the contents of proposal
to the contents of the unit.
the unit.
(up to 20 (up to 15
(up to 1 points)
points) points)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Average Score Low Score
The student
chooses a skill
and performs a
Selection of The student The student didn
conscious
a skill or selects a skill but ´t select a skills
evaluation
competence didn´t analyze the or perform
analysis of it,
and evaluation situational
relying on the 20 points
situational possibilities in the assessment
contents of the
analysis of chosen group. analysis
unit and relating it
evaluation
to the chosen
possibilities
group
(up to 20 (up to 15
(up to 1 points)
points) points)
Final The final The final The student didn 30 points
document document is document is ´t send the final
with group complete. It incomplete. It document
analyzes, presents as much does not present
 any of the
group analysis, elements: group
individual individual as the analysis,
and the proposals of individual analysis
proposals of exercise. or exercise
exercises proposals
(up to 30 (up to 20
(up to 1 points)
points) points)
Final Score 100