Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric – Task 2 – Online Test Design

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 English Exams

Course Code 551039
Course Type Theoretical Retake Yes ☒ No ☐
exam
Number of Credits 2

2. Description of the activity

Number
Type of
Individual ☒ Collaborative ☒ of 6
activity:
weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Environment to submit the
Total score of the activity: activity:
175 Collaborative Learning and Monitoring
and Evaluation Environment
Starting date of the Deadline of the activity: May 27th,
activity: April 17th, 2020 2020
Competence to develop:
Students design an online reliable test for all communicative skills
according to one of reference levels from CEFR and socialize with
peers about validity of tests designed by other members of the
collaborative group.
Topics to develop:
CEFR, levels of reference, receptive and production language skills,
test development
Step, phase or stage of the learning strategy to develop
Task 2 – Online test design
Activities to develop
Individual
1. Go over the references in Unit 1 in the Knowledge Environment to
have a clear understanding of the nature, features, and dynamics
of valid language tests.
2. Choose a level of reference from the CEFR (A1, A2, B1, B2, C1, C2)
to design an exam including the four language skills. Post your
selection of the level in the forum, so that the levels will not be
repeated among members of the group.
3. Design an exam to evaluate the four communicative skills. Include
at least 5 questions for each one of the receptive skills (reading and
listening). Depending on the level you chose, the questions for the
production skills (writing and speaking) may vary in the number
and type of question or task.
4. You can check samples of questions of well-known national or
international tests, but the questions should be originally designed
by you bearing in mind features like validity, reliability, coherence,
etc. Be careful with the instructions you give for each set of
questions per skill.
5. Use APA citation to give credit to the original author(s) of audios,
videos or texts you might use as input for the listening and reading
questions.
6. Post the questions and answers you designed for your test in the
forum to get feedback from peers and make any necessary
adjustments.
7. Create an online test with your designed questions. It should be an
accurate reliable test with clear instructions, easy to navigate, and
public, that is, that any person with the link can access the test
without any restrictions and get a result or score after taking it.
8. You can create your online test using one of the tools suggested in
the following blog or any other you are familiar with:
http://www.educatorstechnology.com/2014/02/10-useful-web-
tools-for-creating-online.html

Here are some video tutorials about some web-tools that you can
use to create the online quiz.
https://www.youtube.com/watch?v=djvCPepFgTg

https://www.youtube.com/watch?v=-lLTEBY_zO8
 https://www.youtube.com/watch?v=5sOM9bOXZGA

Collaborative
1. Each member of the group must post their own public online test
link in the forum and invite peers to take it.
2. Then, each student chooses at least one of the peers’ tests and take
it or perform it (or them, in case you choose more than one), take
note of the score or result obtained, and post an observation or
comment about the test in the forum, regarding coherence with
level, quality of questions, etc.
3. The group designs one or two charts to include the following
information:
 Links of the online tests designed by each member of the
group.
 List of results for all members of the group after taking at
least one of the peers’ tests. The chart should include names,
level of reference, results, and observations or comments.

Environments
Knowledge Environment, Collaborative Learning
for the
Environment and Monitoring and Evaluation
development
Environment
of the activity
Individual:
Selection of level of reference, draft of test posted in
the forum, adjustments after feedback from peers,
posting of public link to online test designed.

Collaborative:
Products to
A single file per group submitted to the Monitoring
be submitted
and Evaluation Environment, including on the cover
by students
page only the names of the participative members of
the group. The document must include one or two
charts with the links of online tests of each member
of the group and the results after taking each other’s
tests (name, level, result, and comments or
observations).

General guidelines for the collaborative work

 A careful planning of activities should be carried out.
Planning of
It is advisable to make the selection of level of
activities for
reference and design of test in the first week of the
the
activity. Then, make adjustments and post the public
development
link in the forum in the second week to allow peers to
of
take the test in the third week to register the results,
collaborative
and provide meaningful comments to the owner of the
work
taken test.
Roles to be Different roles are proposed within the collaborative
performed environment that allows an appropriate space for
by the academic and affective interaction that promotes
student in learning and interpersonal relationships.
the Every one of the learning moments is divided in an
collaborative individual and a group stage. Each student will take
group 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 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.

Timekeeper:
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 written work follows all the criteria
established in the activity guide.

Roles and Evaluator:

duties for Evaluates the final document to ensure it follows the
the evaluation criteria of the rubric and informs the
submission student in charge of alerts about any changes that
of products need to be made before delivering the product.
by students
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 In the following links you find information about rules

APA sixth version, please, keep in mind for doing the
teamwork’s references.

Zavala, S. (2009). Guía a la redacción en el estilo

APA, 6ta edición. Biblioteca de la Universidad
Metropolitana. Recuperado de:
http://www.cibem.org/paginas/img/apa6.pdf
 Norma APA sexta edición. (s.f). Centro de Escritura
Javeriano. Recuperado de:
http://portales.puj.edu.co/ftpcentroescritura/Recursos
%20C.E/Estudiantes/Referencia%20bibliogr
%C3%A1ficas/Normas%20APA%20Sexta%20Edici
%C3%B3n.pdf
What is plagiarism for UNAD? The plagiarism is
defined by RAE dictionary as an action of "copying in
the core of work of others, giving them as their own".
Therefore, plagiarism is a serious offense: it is the
academic equivalent, to theft. A student who
plagiarizes does not take his education seriously and
does not respect the intellectual work of others.

There is no small plagiarism. If a student makes use

of any portion of another person's work, and does not
document their source, he or she is doing an act of
plagiarism. Now, we all have the ideas of others when
it comes to presenting ours, and that our knowledge is
based on the knowledge of others. But when we rely
Plagiarism on the work of others, academic honesty requires that
policy we explicitly announce the fact that we are using an
external source, either by appointment or by a cited
paraphrase (these terms will be defined below). When
we make an appointment or a paraphrase, we clearly
identify our source, not only to give recognition to its
author, but also so that the reader can refer to the
original if he wishes.

There are academic circumstances in which,

exceptionally, it is not acceptable to quote or
paraphrase the work of others. For example, if a
teacher assigns his students a task in which students
are clearly asked to respond using their ideas and
words exclusively, then the student should not appeal
to external sources even if they were properly
referenced.
 4. Evaluation rubric
Task 2 – Online Test Design
Evaluation rubric

Collaborative
Activity type: Individual Activity ☐ ☒
Activity
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score
The student posts
The student does The student does
on time the
not post timely their not post in the
selection of
Timely selection of forum their
reference level
selection of reference level to selection of
from CEFR to
reference level create their online create the online reference level to 10
in the forum test, which might create the online
test and avoid
affect the work
repetition in the test.
among the group.
group.
(up to 10 points) (up to 5 points) (0 points)
The student
The student creates
designs a test to
partially the
evaluate the
required test as not
chosen level of
all the
reference including The student does
communicative
the four
skills are covered or not design a test to
Test design communicative evaluate a level
there are fewer 40
skills according to from the CEFR.
questions than
the requirements
required or there
(instructions,
are not instructions
language
and the test is not
accuracy,
accurate or reliable.
reliability, etc.).
(up to 40 points) (up to 20 points) (0 points)
Reliability of Questions and The questions and The questions and 25
questions and answers are answers are not answers are not
answers originally designed 100% originally originally designed
by the student and created by the by the student but
are grammatically student or they copied and pasted
 have several
correct and from external
grammar issues, or
suitable for the sources, or they
they are not
selected reference lack reliability due
appropriate for the
level. In addition, to plenty of
chosen level. The
the external
audios and texts for grammar mistakes.
sources for The external
listening and
listening and sources for audios
reading are not
reading input are
correctly cited or videos are not
correctly cited
according to APA included at all.
with APA style.
version.
(up to 20 points) (up to 10 points) (0 points)
The student does
not post the
The student posts
designed exam to
their designed
an appropriate
exam to an online
online test creator The student does
test maker tool
tool or the test is not post their
including clear
incomplete due to designed exam to
Online test instructions for
lack of clear an online tool for
creation each section. The 30
instructions or the creating online
link is public, and
link to the test is
the test is easy to tests.
not public or easy to
navigate and gives
navigate or it is not
a score when
correctly set to get
someone takes it.
a result when
someone takes it.
(up to 30 points) (up to 15 points) (0 points)
The student does
The student gives The student posts not interact in the
meaningful too general forum giving
Interaction,
feedback to peers’ comments to peers’ meaningful
participation, contributions and tests or does not feedback to peers
and posting of posts to the forum post their designed 20
and does not post
individual the individual online test or does their online test
online test online test inviting not invite others to
inviting others to
others to take it. perform ti.
take it.
(up to 25 points) (up to 15 points) (0 points)
Evaluated Performance levels of the collaborative activity Score
 items High score Average score Low score
Each member of
Not all people in the
the group takes or
group take each Students do not
performs at least
other’s test or do take each other’s
an online test from not make test or do not make
Testing peers’ a peer and posts meaningful any comments to
an accurate comments or 30
online exams peers’ tests after
comment or observations
taking them.
observation about regarding the taken
it in the forum. exams.

(up to 25 points) (up to 15 points) (0 points)

The group submits
a file with one or
two charts
including all
members of the The group submits a The group does not
group’s public single file but the submit a single file
Information links to the required information with the required 20
gathering designed online is incomplete. information.
tests and results
and comments
after taking each
other’s tests.

(up to 25 points) (up to 10 points) (0 points)

Final score 175