Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric

1. General description of the course

School or Escuela de Ciencias de la Educacin

Academic Unit
Academic Level Profesional
Academic Field Formacin disciplinar
Course Name Testing and Evaluation in ELT
Course Code 551020
Course Type Terico/Prctico Retake yes No
exam
Number of Credits 3

2. Description of the activity

Numbe
Type of
Individual Collaborative r of 3
activity:
weeks
Evaluation
Initial Intermediate Final
moment:
Total score of the activity: Environment to submit the
100 activity: Monitoring Environment
Starting date of the Deadline of the activity:
activity: 23/10/2017 12/11/2017
Competence to develop:
To select and justify one of the suggested groups. Then, performs an
individual analysis of an evaluation proposal

Topics to develop:
A proposal of evaluation: speaking, writing, reading, listening,
vocabulary and grammar
Step, phase or stage of the learning strategy to develop
To find knowledge about Assessment and Testing in Language
teaching explored by the students and supported by the authors and
material suggested in the course. Also, the design of tests and types
of assessment
Activities to develop
For the accomplishment of this activity, the students must choose one
of the populations mentioned in the collaborative space and develop a
proposal of evaluation
Environmen
ts for the This activity will be carried out in the collaborative
developmen learning environment Step 4- Group selection
t of the individually and collaboratively.
activity
Individual:
Read the Collaborative part first

After group selection part, each student chooses one of

the abilities or skills (speaking, writing, Reading,
listening, grammar and vocabulary) and analyzes the
possibilities of assessment in this population group
chosen by the collaborative group. That is, relate the
characteristics of the evaluation of each skill (see:
course contents) and the realities presented in this
population group.
Each student presents a conceptual map in which
this analysis is evidenced.
Products to
Forum contributions
be
Weighting:
submitted
The student actively participates in the selection of the
by students
group, presenting arguments. Also in the analysis and
proposed hypotheses about the chosen group.
The student chooses a skill and makes a conscious
evaluation of this analysis, based on the contents of the
unit and relating it to the target group.
The student presents a proposed activity and argues
based on the analysis of the group chosen and also
relates it to the contents of the unit.

40 Points
Collaborative:
The group will choose one of the following population
groups:
 a. 2014 Promotion of a private country school in a very
exclusive northern area in Bogota. The school has
bilingual status; the school day is 8 hours. The class
is 19 students.
b. A group of aborigine students who belong to a
shelter in the department of Vaups. Students
receive one hour of English and Spanish every day.
The group is 23 students aged 9 to 14 years.
c. A course in fourth grade in a public school located in
the town of a municipality in Santander. The group
is 32 students.
d. 2 siblings aged 10 and 13 years, who receive private
English lessons because their parents want to travel
to an English-speaking country in a period of
approximately two years. Students receive two
hours of English class every day at home with a
private teacher.

The group will justify the reasons for choosing this

population group, and analyze the hypothetical facts
that characterize it. (Information that is not given by
the course, but that can be proposed by the students).

Weighting:
The final document is complete. It presents both group
and individual analysis and proposed exercised.

60 Points

General guidelines for the collaborative work

According to the guidelines that make up the principle

Planning of
of responsible action, students can design a work plan
activities for
based on the analytical reflection of the activity
the
agenda, the evaluation plan, the guides and the items
development
given for the development of each activity Academy
of
They will design a proposal for the planning of their
collaborative collaborative work, which responds to the
work particularities and needs of the task-based learning
strategy that mobilizes the strategy to be used.

Each member of the group is given responsibility for

completing a task. It is recommended to create within
the team of 5 students a process of generating norms
of coexistence within the group, as well as distribute
roles of:
(A) Leader: Process leader, who is concerned to
verify within the team that the individual and group
responsibilities are being assumed, allowing the
Roles to be
interest to be maintained for the activity.
performed
(B) Communicator: responsible for communication
by the
between the tutor and the team.
student in
(C) Rapporteur: Responsible for the rapporteur ship
the
of all processes in written form. It is also responsible
collaborative
for collecting and systematizing the information to be
group
delivered to the tutor.
(D) Utility: Responsible for obtaining the material
and / or tools according to the needs of the team for
the development of activities and / or processes.
(E) Time Watch: Controls the established time
schedule, and is responsible for the team developing
the different activities within the time agreed upon.

Roles and
The group consolidates the collaborative analysis about
duties for
the population, the individual skill analysis and a
the
conceptual maps in a PDF document, which will be
submission
given in the forum provided for this activity in the
of products
Evaluation environment.
by students
Dear student,
Bibliographic references are cited as a complement to
your academic activities on campus. These
References
bibliographies should be used in a meaningful way
since they are of great importance in the second unit.
 Vivanco, V. (2009). HOLISTIC VERSUS
COMMUNICATIVE APPROACH IN ASSESSING
ORAL PRODUCTION IN ENGLISH. RELIEVE -
Revista Electrnica De Investigacin Y
Evaluacin Educativa, 15(2), 1-13. Retrieved
from:http://bibliotecavirtual.unad.edu.co:2051/l
ogin.aspx?direct=true&db=zbh&AN=47506091&
lang=es&site=eds-live
Dumitriu, C., Timofti, I. C., & Dumitriu, G.
(2014). Communicative Skill and/or
Communication Competence?. Procedia - Social
And Behavioral Sciences, 141(4th World
Conference on Learning Teaching and
Educational Leadership (WCLTA-2013), 489-
493.
doi:10.1016/j.sbspro.2014.05.085.Retrieved
from:http://bibliotecavirtual.unad.edu.co:2051/l
ogin.aspx?direct=true&db=edselp&AN=S187704
2814035095&lang=es&site=eds-live

Unidad 3:
Lakshmi, R. j. (2017). Effective Listening
Enhances the Process of Communication. IUP
Journal Of English Studies, 12(1), 7-10.
Retrieved
fron:http://bibliotecavirtual.unad.edu.co:2051/l
ogin.aspx?direct=true&db=hus&AN=122924570
&lang=es&site=eds-live
Plagiarism
Students must be aware of the risks and penalties in
policy
case of plagiarism.

4. Evaluation rubric

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
participates The student
actively in the participates in the
Discussion The student
selection of the selection, but
group selection didnt participate
group, presenting didnt not
and presentation in the selection of
arguments. Also participate in the
of analysis and the group nor in 20
in the analysis analysis or the
hypothetical its analysis
and hypothesis creation of
facts
proposal of the hypotheses
chosen group.
(up to 20
(up to 15 points) (up to 1 points)
points)
The student
chooses a skill
and performs a
The student The student
Selection of a conscious
selects a skill but didnt select a
skill or evaluation
didnt analyze the skill or perform
competence and analysis of it,
evaluation situational
situational relying on the 20
possibilities in the assessment
analysis of contents of the
chosen group. analysis.
evaluation unit and relating it
possibilities to the chosen
group.
(up to 20
(up to 15 points) (up to 1 points)
points)
Evaluated Performance levels of the collaborative activity
Score
items High score Average score Low score
The student The student
presents a presents the skill
proposal of assessment The student
activity and proposal, but it is didnt present
Group discussion 30
argues based on not related to the the activity
the analysis of the selected group or proposal
chosen group and to the contents of
also relates them the unit.
 to the contents of
the unit.
(Up to 30
(Up to 18 points) (Up to 1 points)
points)
The final
The final
document is
document is
incomplete. It
Final document complete. It
does not present The student
with group presents as much
any of the didnt send the
analyzes, group analysis,
elements: group final document. 30
individual and individual as the
analysis, individual
the proposals of proposals of
analysis or
exercises exercise.
exercise proposals.
(Up to 30
(Up to 18 points) (Up to 1 points)
points)
Final score 100