Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Step 4 – Using web tools
to design tests

1. General Description of the Course

Faculty or School of education

Academic Unit
Academic Level Professional
Academic Field Professional - Specific
Course Name Materials Design for Virtual Environments
Course Code 551021
Course Type Methodological Retake Yes ☐ No ☒
Exam
Number of Credits 2

2. Description of the Activity

Type of Individu Number of

☒ Collaborative ☐ 2
Activity: al Weeks
Final
Evaluation Initial
☐ Intermediate ☐ units 1 and ☒
Moment:
2
Total Score of the Activity: Environment to Submit the Activity:
125 Monitoring and Evaluation Environment
Starting Date of the Activity: Deadline of the Activity:
November 29th, 2019 December 12th, 2019
Competences to Develop:

Students are aware of the importance of using updated media and

developing certain skills in the designing of specific materials for virtual
contexts in order to apply them into their professional field.

Topics to Develop:
Using web tools to design tests.
Steps, Phase or Stage of the Learning Strategy to Develop

This stage is going to be developed individually by designing a test to

evaluate one of the activities developed by the student for the step 3, and
the designing of a webpage to show to show all the materials and steps
developed for the course.
Activities to Develop

Task 1: Individual activity

1. Review the course contents, overall Hakuta, K., & Jacks, L. (2009).
Guidelines for the Assessment of English Language Learners.

2. Based on the interactive activities you designed for step 3, choose one of
them to evaluate the topic designing an online test. You can use any free
tool from the following list:

a. Poll Maker’s Quiz Maker

b. Vocabtest
c. ProProfs Quiz Maker
d. ClassMarker.com
e. GoConqr
f. Online Quiz Creator
g. Easy Test Maker
h. Or any other you find interesting.

3. Once you designed the test, design a web page (wix) to show all the
materials and steps you develop for the course. This web must contain
the following items:

a. Self-presentation of the materials developer (you).

b. Introduction to the webpage mentioning its purpose and the
reflection you did based on your experiences as students and/or
teachers on the use of virtual learning environments.
c. The PowToon presentation you designed for step 1.
d. The Tutorial you did for step 2 based on the tool you chose.
e. The two interactive activities you designed for step 3.
 f. The tests you designed for the step 4.
g. A short conclusion with your self-assessment, based on your
performance during the designing of the activities for the course
and mentioning the main issues to be considered when designing
materials for virtual environments.

4. The final document to be submitted individually to the monitoring and

evaluation environment must be a word document with a cover page, and
the link of your webpage.

Environments This activity will be developed in the forum created in the

for the collaborative environment just to ask some questions in
Development case of doubts or give some feedback. The final document
of the Activity must be submitted in the monitoring and evaluation
environment individually.
Individual:
Products to be A word or pdf document with a cover page and the link of
Submitted by the webpage.
Students

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. Accordingly, the collaborative
work proposed for the course is based on a
structured and planned process that includes
Planning of
individual and group activities, as well as
Activities for the
interaction and socialization in the virtual
Development of
classroom.
Collaborative
Work
1. Explore the syllabus of the course.

2. Make several readings of the activity guide

and the evaluation rubric for each of the units of
individual and collaborative work.
 3. All the activities that are carried out for the
development of the activity should be reflected
within the course through the different media
and especially in the forum of each activity,
since the interaction; if they work by Skype or
other means they should evidence it in the
forum with screenshots.

4. Be in constant communication with the

colleagues and tutor during the development of
activities.

5. In case of any concern, ask the tutor or the

colleagues with time, using the various
communication channels arranged in the course.

6. Enter the contributions with time for the

Timely feedback from peers and tutor.

7. Establish a schedule of activities within each

forum and a table of roles and functions for
meet during the development of each activity.
Different roles are proposed within the
collaborative environment, which allow an
appropriate space for academic growth and
effective interaction that promotes learning and
interpersonal relationships. Every student will
Roles to Be
take up one of these roles for the development
Performed by the
of the course assignments and can only be
Student in the
changed if decided by the group members.
Collaborative
Group
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
Roles and Duties guide.
for the
Submission of Evaluator: Evaluates the final document to
Products by ensure it follows the evaluation criteria of the
Students rubric and informs the 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.
All references considered for this activity have
References
to be cited using APA Style
Students must be aware of the risks and
penalties in case of plagiarism.

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
Plagiarism Policy 2013, Artículo 99)

The academic penalties that the student 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.

To learn how to properly cite all your tasks, see

the following:
BibMe. (n.d.). APA Citation Guide. Retrieved
from http://www.bibme.org/citation-guide/apa/
 4. Evaluation Rubric

Evaluation Rubric
Step 4 – Using web tools to design tests
Activity Collaborative
Individual Activity ☒ ☐
Type: Activity
Final
Evaluatio Intermediate
Initial ☐ ☐ Unit 1 ☒
n Moment
and 2
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
You designed the
You designed the test using the tools
test using the tools suggested but the
suggested, instructions are
considering the not clear, or you You did not
30
Test readings with clear did not consider design the test.
points
instructions, and the reading or has
well designed in some grammar
terms of spelling and spelling
and grammar. mistakes.
(up to 30 points) (up to 15 points) (up to 0 points)
You had some
You did no write
You identified and difficulties to
Interpret any reflection
understood clearly identify the main
ative about the main
the main issues to issues to be
competen issues to consider
be considered when considered when 25
ce (Web when designing
designing materials designing points
intro and materials for
for virtual materials for
conclusio virtual
environments. virtual
ns) environments.
environments.
(up to 25 points) (up to 15 points) (up to 0 points)
You designed the You designed the
webpage and it webpage, but it
contains the does not fulfill all
Webpage You didn’t design 40
requirements the requirements
content the webpage. points
established in the established in the
guidelines in terms guidelines in terms
of the contents (all of the contents (all
 the tabs required). the tabs required).

(up to 40 points) (up to 20 points) (up to 0 points)

The web Shows a
The web has an The web has some
pattern of
Written excellent use of errors in
errors in spelling, 30
English grammar, grammar, spelling,
grammar, syntax
competen spelling, syntax and syntax and points
and/or
ce punctuation. punctuation.
punctuation.
(up to 30 points) (up to 15 points) (up to 0 points)
Final Score 125