Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric - Step 4 - To do the
Assessment

1. General description of the course

Faculty or School of Education Sciences

Academic Unit
Academic Level Professional
Academic Field Disciplinary training
Course Name Materials Design for Face to Face Environments
Course Code 551022
Course Type Methodological Retake Yes ☐ No ☒
exam
Number of 2
Credits

2. Description of the Activity

Type of
Individual ☒ Collaborative ☐ Weeks 2
Activity:
Evaluation Intermediate,
Initial ☐ ☐ Final ☒
Moment: all units:
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
Expected Learning:
Students are able to identify, analyze and understand the basic
concepts involved in the designing of materials for face to face
environments and bring them onto the practice, by means of some
individual and collaborative tasks, to be aware of the importance of
using innovative strategies, updated media to develop certain skills in
the designing of specific material for traditional contexts in order to
succeed in the teaching process.

Transversal Learnings:
a) Participants identify the importance of the ICT as one very
important tool to support their academic process, by searching for
some information to reinforce and present their points of view.
b) Students can use the English language properly to express their
points of view, in writing and oral way through the interaction in the
course activities; and are able to understand the contents given in the
course and the speech of their e-partners and tutor in the
synchronous or asynchronous communication.

Topics to develop:
All Units: Step 4 - Assessment
Steps, phases or stages of learning strategy to develop
All Units: Step 4 - To do the Assessment
Activities to develop

Individual Activity:

1. Review all course content.

2. Design one (1) blog at which group (five students) is going to post
all the activities designed by you of the steps 1-3.
Please, keep in mind, you must do one (1) lid by student at the same
blog, so that it can be organized.

One (1) lid by student: student’s name with all their topics made
in previous activities 1, 2 and 3.

Therefore, the blog would have five (5) lids, one (1) by student.

In a Word file, group post blog’s link and this file must be uploaded at
Monitoring and Evaluation Environment.

Collaborative Activity:

Each student will post at forum his standpoints on blog for commenting,
suggesting and correcting with all student’s arguments.

Environments Collaborative Environment and Monitoring and

for the Assessment Environment
development
of the
activity
Individual:

One (1) blog at which group (five students) is going

to post all before activities: listening, reading,
speaking and writing activities done by each of you
in step 2 and 3: one (1) student’s lid
Products to
be submitted
by students

Collaborative:
Each student must comment on blog done by
group.
 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
In the agreement 029 of December 13, 2013, article
99, the mistakes that infringe upon the academic
order, among others, are the following: paragraph e)
“To plagiarize is to present as your own work the
whole or part of a writing, report, task or document of
invention performed by another person. It also
implies the use of cites or lack of references, or
includes cites where there is no coincidence between
them and the reference” and paragraph f)”To
Plagiarism
reproduce, or copy for profit, educational resources or
policy
results of research products, which have intellectual
rights reserved for the University”.

The academic punishments that the student will face

are:
a) In case of academic fraud proved in the
academic work or evaluation, the score achieved will
be zero (0.0) without leading to disciplinary
measures.
b) In case of plagiarism proved in the academic
work of any nature, the score achieved will be zero
(0.0), without leading to disciplinary measures.

To know how the documents must be cited, check the

following document:
Centro de Escritura Javeriano ( ) Normas APA. Sexta
edición. Taken from
http://centrodeescritura.javerianacali.edu.co/index.ph
p?option=com_content&view=article&id=138:normas
-apa&catid=45:referencias-bibliograficas&Itemid=
 4. Evaluation Rubric

Evaluation Rubric
Individual Collaborative
Activity type: ☒ ☐
Activity activity
Evaluation Intermediate, Fin
Initial ☐ ☒ ☐
Moment unit 2 al
Evaluat Performance levels of the individual activity
ed Score
items High score Average score Low score
The group The student
creates the creates the blog
Any Blog is
blog and but it lacks content
posted
includes all the or it includes not
suggested suggested content
Designi contents which or it is not clear 30
ng Blog are presented enough for
clearly. understanding.

(Up to 30 (Up to 0
(Up to 15 points)
points) points)
The Blog has The Blog has Any Blog is
some few frequent mistakes posted
errors in in content, spelling
content, and some
Content spelling and questions. 30
of Blog some
questions.

(Up to 30 (Up to 0
(Up to 15 points)
points) points)
Structur The student The student 20
e of the presents presents
Blog No Blog is
his/her ideas his/her ideas
presented
on the use of on to the use
technological of
tools in face to technological
face tools in face
 environments to face
with some environments
problems in with minor
mechanics, problems in
spelling and mechanics,
content which spelling and
make the content.
designed
lesson difficult
to understand.

(Up to 20 (Up to 0
(Up to 10 points)
points) points)
The Blog has a The Blog has some Any Blog is
very good mistakes in terms posted
design in terms of the organization.
Quality of the 10
of Blog organization.
(Up to 10 (Up to 0
(Up to 5 points)
points) points)
The content of
The content of the
the video is
video
very
it´s not well
well presented
presented, Any video
Content which make
so it’s not easy to is presented
of the the 10
understand the
Video lesson
lesson
understandable
designed.
.
(Up to 10 (Up to 0
(Up to 5 points)
points) points)
Performance levels of the collaborative
Evaluat
activity
ed
High Score
items Average score Low score
score
The student is The student is able The student
Pragma
able to link a to link a series of isn’t able to 25
tic
series of short short elements of link a series of
Compet elements of materials design short
ence materials for concreting but elements of
design for he doesn’t create materials
concreting and a cohesive or linear design for
creating a sequence. concreting or
cohesive and creating a
linear cohesive and
sequence. linear
sequence.

(Up to 25 (Up to 0
(Up to 13 points)
points) point)
Final Score 125