Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: Materials Design
Code: 518016

Activity Guide and Evaluation Rubric – Task 2 - Principles of materials designing.

1. Activity Description

Type of Activity: Collaborative

Evaluation Moment: Intermediate Unit 1
Highest Activity Score: 175 points
The activity starts on: Monday, The activity ends on: Monday, October
September 6 , 2021
th 18th, 2021
With this activity, you are expected to achieve the following learning
outcomes:

To design analog and digital teaching materials in English to be applied in virtual and
face-to-face learning environments through the creation and/or adaptation of
activities focused on the practice of the communicative skills.

The activity consists of:

Individually:

1. Read the article from Maley, A. (2016). Principles and Procedures in Materials
Development., and Febrina, W. (2017). Authentic vs Non-Authentic Materials in
Teaching English as a Foreign Language (EFL) in Indonesia: Which One Matters
More? you find in the learning environment or/and in the syllabus of the course.

2. Having in mind the readings, you need to design a comparative chart including the
main characteristics, differences, and similarities from the following aspects:

a. Lists of Principles from the Applied Linguist views, according to: Ellis (2005),
Nation (1993), and Tomlinson (2011).
b. Proposals from Practitioners, according to Jan Bell and Roger Gower (in
Tomlinson, 2011) and Maley (2014)
c. Framing principles according to Hadfield (2014)
d. Authentic vs Non-Authentic Materials in Teaching English as a Foreign
Language according to Febrina (2017).

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3. After finishing the comparative chart, you have to post it into the collaborative
forum at least three weeks before the due date.
4. Consider that this individual activity is going to be checked by Turnitin the
university tool to avoid plagiarism, then you should reference the authors writing
in-text citations and paraphrasing. See APA 07th edition to check how to do the in-
text citations.

Collaborative:

1. Taking into account the principal characteristics and issues of materials

development and authentic vs non-authentic materials, in groups, you are going to
design four activities which must meet the following requirements:

a. The activities must be designed based on the skill of the use of English.
b. Two activities must include non-authentic materials for level A2 to practice
the future simple in context.
c. Two activities must include authentic materials for level B1 to practice the
past progressive in context.
d. The activities should be designed for face-to-face environments.

2. All members of the group must participate with their contributions in the
development of the four activities into the collaborative forum, if a student is
going to work individually, he or she must submit the comparative chart and the
four activities.

3. The final group’s document will be a word or pdf document in which you all include
a cover page, the charts done by each student, the four designed activities and the
references in APA style. This document must be submitted in the monitoring and
evaluation environment by the group’s submitter.

For the development of the activity consider that:

In the Initial Information Environment, you must: observe the course presentation,
check the course agenda, the date of the synchronous meetings by webconferences
and attention through skype.

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In the Learning Environment, you must: have access to the course syllabus,
download the guide, and check the links of the documents you have to consider for
the development of the activity.

In the Evaluation Environment, you must: Submit the final document, which meets
the requirements from the guide.

Evidence of individual work:

The individual evidence to be submitted is:

● The comparison charts posted in the collaborative forum.

● The feedback given to the partners’ contributions.

Evidence of collaborative work:

The collaborative evidence to be submitted is:

● A document with a cover page considering APA style format.

● The comparison charts of all the members in the group included in the
document.
● The four activities designed.
● A page with the references in APA style format.

2. General Guidelines for the Development of Evidence to Submit

For Collaborative evidence, consider the following:

● All members of the group must participate with their contributions in the
development of the activity.

● In each group a single member will be chosen to submit the requested product in
the environment indicated by the teacher.

● Before submitting the requested product, students should check that it meets all
the requirements mentioned in this activity guide.

● Only the members of the group that participated with contributions during the
time assigned for the activity should be included as authors of the submitted
product.

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Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentation conditions that have been defined.
Regarding the use of references, consider that the product of this activity must meet
the APA Format Guide.
In any case, make sure you comply with the rules and avoid academic plagiarism.
You can review your written products using the Turnitin tool found on the virtual
campus.

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 students 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.

3. Evaluation Rubric Template

Type of Activity: Collaborative

Evaluation Moment: Intermediate Unit 1
Highest Activity Score: 175 points
High Level: The comparison chart includes all the principles
First Evaluation
suggested and the authentic and non-authentic materials
Criterion:
differences and characteristics proposed by the authors in the
documents given.
Comparison chart
content.
If your work is at this level, you can get between 20
points and 30 points
This criterion
represents 30
Average Level: The comparison chart is incomplete; it does
points of the total
not include all the principles suggested and the authentic and
of 175 points of
non-authentic materials differences proposed by the authors in
the activity.
the documents given.
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 If your work is at this level, you can get between 3 points
and 19 points

Low level: You did not include the requirements in the

comparative chart or you did not design it.

If your work is at this level, you can get between 0 points

and 2 points
High Level: The charts have an element of creativity and
style; it is well labeled and presented in a clear and concise
manner, and does not have spelling or grammar mistakes.

If your work is at this level, you can get between 10

Second Evaluation
points and 15 points
Criterion:
Average Level: The chart lacks creativity and style; it is well
Chart creativity,
labeled and presented in a clear and concise manner, but it has
style and grammar.
some grammar mistakes.
This criterion
If your work is at this level, you can get between 5
represents 15
points and 9 points
points of the total
of 175 points of
Low level: The chart does not have an element of creativity
the activity.
and style; it is not well labeled and presented in a clear and
concise manner, and has many spelling or grammar mistakes.

If your work is at this level, you can get between 0 points

and 4 points
High Level: The student posted the comparison chart in the
Third Evaluation
forum at least three weeks before the closing date.
Criterion:
If your work is at this level, you can get between 5 points
Timely individual
and 10 points
participation.
Average Level: The student posted the comparison chart in
This criterion
the forum at least two weeks before the closing date.
represents 10
points of the total
If your work is at this level, you can get between 2 points
of 175 points of
and 4 points
the activity.

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 Low level: The student posted the comparison chart in the
forum just one week before the closing date.

If your work is at this level, you can get between 0 points

and 1 point
High Level: The students designed four learning activities (2
authentic and 2 non-authentic) considering the requirements
given.

Fourth Evaluation If your work is at this level, you can get between 41
Criterion: points and 60 points

Activities content Average Level: The students designed just two activities
considering the requirements given.
This criterion
represents 60 If your work is at this level, you can get between 20
points of the total points and 40 points
of 175 points of
the activity. Low level: The activities did not meet the requirements
given.

If your work is at this level, you can get between 0 points

and 19 points
High Level: The activities were designed focused on the
practice of use of English for a specific English level and topic.

If your work is at this level, you can get between 10

Fifth Evaluation points and 20 points
Criterion:
Average Level: The activities were designed focused just in
Activities level and the level required, but not on the topic.
topic.
If your work is at this level, you can get between 4 points
This criterion and 9 points
represents 20
points of the total Low level: The activities were designed but they did not meet
of 175 points of requirements.
the activity.
If your work is at this level, you can get between 0 points
and 3 points

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 High Level: The activities are well written in terms of spelling,
grammar, vocabulary, and coherence.

Sixth Evaluation If your work is at this level, you can get between 10
Criterion: points and 20 points

Average Level: There are some mistakes in spelling,

English competence grammar, vocabulary, and coherence.

This criterion If your work is at this level, you can get between 5 points
represents 20 and 9 points
points of the total
of 175 points of Low level: There are many mistakes in spelling, grammar,
the activity. vocabulary, and coherence.

If your work is at this level, you can get between 0 points

and 4 points
High Level: The student attempted to direct the discussion
and presented relevant viewpoints for consideration to design
the four activities.
Seventh
If your work is at this level, you can get between 10
Evaluation
points and 20 points
Criterion:
Average Level: The student occasionally made a meaningful
Collaborative
reflection on the group’s efforts; marginal effort to become
participation: forum
involved with the group.
discussion.
If your work is at this level, you can get between 5 points
This criterion
and 9 points
represents 20
points of the total
Low level: The student did not make any effort to participate
of 175 points of
in the discussion as it was developed. There is no evidence of
the activity.
your participation in the group’s discussion.

If your work is at this level, you can get between 0 points

and 4 points