Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubrics - Task 2 - A year abroad!

1. General Description of the Course

School or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name Advanced English II
Course Code 551014
Course Type Metodológico Retake Exam Yes ☐ No ☒
Number of Credits 3

2. Description of the activity

Type of Number
Individual ☒ Collaborative ☒ 3
Activity: of Weeks
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment: Unit 1
Environment to submit the
Total score of the activity:
activity: Monitoring and Evaluation
90
Environment
Starting date of the activity: Deadline of the activity:
February 15th, 2020 March 11th, 2020
Competences to Develop:
Reception Competence:
Listening: I can understand extended speech and lectures and follow
even complex lines of argument provided the topic is reasonably
familiar. I can understand most TV news and current affairs programs.
I can understand the majority of films in standard dialect.
Reading: I can read articles and reports concerned with contemporary
problems in which the writers adopt particular stances or viewpoints. I
can understand contemporary literary prose.
Interaction Competence:
Spoken Interaction: I can interact with a degree of fluency and
spontaneity that
makes regular interaction with native speakers quite possible. I can
take an active part in discussion in familiar contexts, accounting for
and sustaining my views.
Written Interaction: I can write letters highlighting the personal
significance of events and experiences.
Production Competence:
Spoken Production: I can present clear, detailed descriptions on a
wide range of subjects related to my field of interest. I can explain a
viewpoint on a topical issue giving the advantages and disadvantages
of various options.
Written Production: I can write clear, detailed texts on a wide range of
subjects related to my interests. I can write an essay or report,
passing on information or giving reasons in support of or against a
particular point of view.
Topics to Develop:
Unit 1. Let us talk about my year abroad!
Step, Phase or Stage of the Learning Strategy to Develop
Step 1: Choosing
Step 2: Panel
Step 3: Delivery
Activities to develop
Step 1: Choosing
Each student has to choose 1 of the following readings from Unit 1.
Inform about the reading you choose in the forum so that no readings
are repeated among students:
- Teaching for Understanding the Year Abroad: Thoughts on
Fostering the Reflective Learner
- Opportunities & Anxieties: A Study of International Students in
the Trump Era
- Teacher Candidates’ Opinions on Erasmus Student Exchange
Program
- Learning mobility: high-school exchange programs as a part of
transnational mobility
- Effectiveness of Having a Native Language Partner: Descriptive
Analysis of Language Exchange Programs
Step 2: Panel
Once you choose your reading, you need to break it down, do a
critical reading, find unknown words and the best way to explain
them; you must become an expert on the topic, look for extra
information to complement your chosen reading. Post in the forum
how are you doing with this part and finally gather with your e-mates
for an online video discussion panel with NO moderator.
For this panel discussion, only have panelists. The group needs to
engage with both each other and the ideas. The vast majority of panel
discussions are not debates. They are spirited conversations among
equally-interested stakeholders, usually professional peers. Any
disagreement that would break out in this format is not anything that
your average knowledgeable, passionate person can’t self-police.
Step 3: Delivery
One person from the group should send to the Monitoring and
Evaluation Environment the Link to the Online Discussion Panel
Recording
Environments for the
Collaborative Learning Environment
Development of the
Monitoring and Evaluation Environment
Activity
Individual:
Step 1 in the forum
Products to be Submitted
Participation on Panel Discussion
by Students
Collaborative:
Video Link with Panel Discussion

3. General Guidelines for the Collaborative Work

Collaborative learning is a strategy that

allows students to work together in
order to achieve a common goal.
Planning of Activities for Accordingly, the collaborative work
the Development of proposed for the course is based on a
Collaborative Work structured and planned process that
includes individual and group activities,
as well as interaction and socialization in
the virtual classroom.
Different roles are proposed within the
collaborative environment, which allow
an appropriate space for academic
growth and effective interaction that
Roles to Be Performed by
promotes learning and interpersonal
the Student in the
relationships. Every student will take up
Collaborative Group
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 task. Provides leadership
and direction for the group and suggests
solutions to team problems.
Recorder: Keeps a public record of the
team's ideas and progress. Checks to be
sure that ideas 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.
Compiler: Puts together the final
product and includes the work done only
by those who participated on time.
Informs the student in charge of alerts
about people who did not participate
and will not be included in the final
product.
Reviser/editor: Makes sure the
Roles and Duties for the written work follows all the criteria
Submission of Products established in the activity guide.
by Students 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.
All references considered for this activity
References
have to be cited using APA Style
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,
Plagiarism Policy 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 2 - A year abroad!
Individual Collaborative
Activity Type: ☒ ☒
Activity Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit 1
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
The student
consistently The student The student
used research to usually used seldom used
advance research to research to
arguments and advance advance
defend positions. arguments and arguments and
Knowledge Research was defend positions. defend positions. 20 points
consistently and Research was Research was
effectively usually applied seldom applied
applied to to arguments. to arguments.
arguments.
(up to 20 (up to 15 (up to 10
points) points) points)
The student The student The student
consistently usually seldom
demonstrated demonstrated demonstrated
Understanding 20 points
understanding of understanding of understanding of
the issue, the issue, the issue,
presented key presented key presented key
 points, original points, original points, original
ideas. The ideas. The ideas. The
student was able student was student was not
to use examples sometimes able able to use
or analogies to to use examples examples or
defend an or analogies to analogies to
argument. The defend an defend an
student showed argument. The argument.
respect for student showed
others’ opinions. respect for
others’ opinions.
(up to 20 (up to 15 (up to 10
points) points) points)
The student was
consistently
logical in
presenting The student was
arguments. The usually logical in
The student was
student was presenting
not logical in
consistently able arguments. The
presenting
to communicate student had a
arguments. The
effectively and hard time to
student was not
clearly. The communicate
able to
student effectively and
communicate
Communication incorporated key clearly. 20 points
effectively and
terminology and Pronunciation,
clearly. Student
vocabulary. intonation and
had a hard time
Pronunciation, stress were ok
to pronounce
intonation and but some parts
most words.
stress were were hard to
almost perfect understand.
and did not
interfere with
meaning.
(Up to 20 (Up to 15 (Up to 10
points) points) points)
Evaluated Performance Levels of the Collaborative Activity
Score
items High Score Average Score Low Score
All students in Not all students Most students
Participation 20 points
the group participated in participated in
 participated in the discussion the discussion
the discussion and there is no with very
with similar evidence in the different timing.
timing. forum about
why.
(Up to 20 (Up to 15 (Up to 10
points) points) points)
On person from
A Video
the group sent
More than one Recording Link
the video link to
person in the for the Online
the Monitoring
group sent on Panel was sent
Video Link and Evaluation 10 points
the video. but it did not
Environment and
work.
it works nicely.
(Up to 10 (Up to 7 (Up to 3
points) points) points)
Final Score 90