Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric

1. General description of the course

Faculty or School of Education Sciences

Academic Unit
Academic Level Professional
Academic Field Disciplinary training
Course Name Educational Research
Course Code 551027
Course Type Metodological Retake Yes ☐ No ☒
exam
Number of 3
Credits

2. Description of the activity

Type of
Individual ☒ Collaborative ☐ Weeks 2
Activity:
Evaluation Intermediate,
Initial ☐ ☐ Final ☒
Moment: unit 3:
Environment to submit the
Total score of the activity: activity: Collaborative Environment
125 and Monitoring and Assessment
Environment
Starting date of the activity: Deadline of the activity: 22nd of
9th of May/20 May/20
Competence to develop:
*Linguistic Competence: To foster the enough linguistic elements for
acquiring vocabulary to express some doubts and circumlocutions on
topics such as educational issues, factors, and prospective. To have
the enough linguistic elements to reflect on educational practices, to
explain the main topics of one idea or issue with a reasonable
accuracy and express thought about educational research processes.
*Sociolinguistic Comptence: To know to perform basic language
functions when searching on education, for example, share and
request information, also, express opinions and attitudes easily on
educational factors and issues.
To express appropriately in different situations, for example by skype
or web topics related to participatory actions and avoid making major
mistakes.
To explain with conviction and clarity appropriate to the situation
when commenting some educational research participatory factors.
*Pragmatic Competence: To be able to link a series of short elements
of educational research for concreting and creating a cohesive and
linear sequence. To use with effectiveness a variety of linking words
to signal clearly the relationships between ideas when he is talking
about educational factors and issues.
*Research Competence: To develop research competences making
acts for drawing up educational issues, research questions, and
purposes, and for applying some tools to collect information and
analyze it under an educational framework. This research competence
will be developed by the set of knowledge, skills and attitudes to be
applied in carrying out the function of researching.
Topics to develop:
All Units: Fourth Activity – POA Assessment : To report and
evaluate Research
Steps, phases or stages of learning strategy to develop
Final: All Units: Fourth Activity – POA Assessment : To report
and evaluate Research
Activities to develop
Student in PDF file by Monitoring and Evaluation Environment’, keeping
in mind the classmates’ corrections at forum.
Environments
for the
Collaborative Environment and Monitoring and
development
Assessment Environment
of the
activity
Individual:

After conducting your own research from initial

Products to
activity (the same educational research done by you
be submitted
from initial activity), you must write your report
by students
complete with the following, which it is the same you
did in all previous steps, but in a whole document
paper:
Identifying a Research Problem and Reviewing
the Literature; Specifying a Purpose for
Research and Collecting Data; Analyzing and
Interpreting the Data.

Therefore, and taking into account all your educational

research initially, you must do one (1) file in PDF file
with a title page referencing the five names and only
one (1) link of group’s website with the five (5)
educational researches.

Collaborative:

• The group, all five (5) students must design

one (1) website using www.wix.com or you
may also design a blog or webquest, and
publish all five (5) document papers. This is,
one (1) website with the five(5) educational
researches done from initial up to final activity.
 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. Unlike the group work, we know from
traditional education, collaborative work is based on a
structured and planned process that includes
individual activities, group and socialization in the
virtual classroom. On this occasion, in order to reflect
on the issues proposed in the course, each student
must make at least three contributions within the
Planning of forum, like this:
activities for
the 1. An initial contribution according to required reading
development papers, other consulted references, their own points
of of views and their own experience.
collaborative
work 2. Comments on the initial contributions of the other
members of the group.

3. The answers to all the comments that their

classmates make about your own initial contribution.

It is important to establish roles that allow the

participation of each group member and facilitate the
compilation, construction and consolidation of the
final product.
The Facilitator: - Provides leadership and direction for
the group.
- Leads discussions Suggests solutions to team
Roles to be
problems.
performed
- Helps members clarify points.
by the
- Protects members from attack.
student in
- Makes sure that every voice is heard.
the
- Focuses work around the learning task.
collaborative
group
Communicator: - He or She is responsible for the
communication between the tutor and the group, as
well as presenting them the information to develop of
 topic.
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.
- Keeps a public record of the team's ideas and
progress.
- Checks to be sure that ideas are clear and accurate.
- Uses charts, multiple colors, and other techniques to
highlight and summarize the ideas of the team.
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
Roles and
established in the activity guide.
duties for
the
Evaluator:
submission
Evaluates the final document to ensure it follows the
of products
evaluation criteria of the rubric and informs the
by students
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.
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:
References 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/Recurso
s%20C.E/Estudiantes/Referencia%20bibliogr%C3%A1
ficas/Normas%20APA%20Sexta%20Edici%C3%B3n.p
df
¿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
Plagiarism
document their source, he or she is doing an act of
policy
plagiarism. Now, it is clear that 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 on the work of others, academic
honesty requires that we explicitly announce the fact
that we are using an external source, either by
appointment or by an 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

Evaluation Rubric
Individual Teamwork
Activity type: ☒ ☐
Activity Activity
Evaluation Intermediate,
Initial ☐ ☐ Final ☒
moment all units3
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score

The student The student had The student

demonstrated a little ability to was able to
difficulty to synthesize synthesize
synthesize clearly his/her clearly his/her
Research
clearly his/her points of view points of view 20
Competence
points of view. about the about the
elements for a elements for a
good needs good needs
analysis analysis

(Up to 20 points) (Up to 10 points) (Up to 0 points)

The student was The student The student had
able to synthesize demonstrated a little ability to
clearly his/her difficulty to synthesize clearly
points of view synthesize clearly his/her points of
Sociolinguistic about the his/her points of view about the 20
Competence elements for a view. elements for a
good needs good needs
analysis analysis.

(Up to 20 points) (Up to 10 points) (Up to 0 points)

The student is able The student is able The student isn’t
to link a series of to link a series of able to link a
Pragmatic short elements of short elements of series of short
20
Competence educational educational elements of
research for research for educational
concreting and concreting but he research for
 creating a doesn’t create a concreting or
cohesive and cohesive or linear creating a
linear sequence. sequence. cohesive and
linear sequence.

(Up to 20 points) (Up to 10 point) (Up to 0 points)

The student The student The student
uploaded the uploaded the didn’t upload the
Presentation
website with an website with a bad website
Formal and excellent presentation and
Structure organization and order. The
order following all information was
the instructions to irrelevant or its
15
complete the structure didn’t fit
assignment to the
requirements of
the guidelines.

(Up to 15 points) (Up to 8 point) (Up to 0 points)

Evaluated Performance levels of the collaborative activity
Score
items High score Average score Low score
His postings have His postings have Student didn’t
an excellent a bad presentation post any
presentation with with some participation.
all instructions instructions given
Arguments on
given and show and show a few
20
Postings some reflections reflections based
based on critical on critical thinking.
thinking.

(Up to 20 points) (Up to 10 points) (Up to 0 points)

The student The student The student

designed an designed the didn’t design 20
excellent website, but any website.
website and has many
Design sent PDF file mistakes and
of by right is poorly
website environment. presented.

(Up to 20 points) (Up to 10 points) (Up to 0 points)

The student took The student took The student
part at this forum take part at this didn’t take part
and commented forum and didn’t at this forum.
Taking part at
and suggested comment and 10
forum
with good suggest with good
arguments. arguments.

(Up to 10 points) (Up to 5 points) (Up to 0 point)

Final Score 125