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Activity Guide and Evaluation Rubrics Unit 1 Task 1
Activity Guide and Evaluation Rubrics Unit 1 Task 1
Numbe
Type of
Individual ☐ Collaborative ☒ r of 4
activity:
weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Environment for the delivery of
Total score of the activity:
the activity: Monitoring and
100
evaluation environment
Starting date of the
Deadline of the activity: March
activity: February 19th
19th 2018
2018
Competence to develop:
The course activities will develop considering the didactic learning
strategy known as TBLL. The course work is set in three different stages
to be completed in the different course environments in relation with
each content unit.
Topics to develop:
Review learning contents and strategies for language learning.
Step, phase or stage of the learning strategy to develop
COLLABORATIVE TASK ONE
TASK 1A. DEFINING CONCEPTS
Check the topics for Unit 1 and reflect about the definition of language,
Learning and teaching. Write your own definition of the concepts in
about 50 words for each one.
Consider stating what you can add or delete from the definitions given
in the study materials. Consider your experience as a language learner
and teacher to propose definitions that are clear and easy to
understand.
Include relevant information that can help you illustrate what you mean
in each example.
Activities to develop
Review learning contents and strategies for language learning.
Check the topics for Unit 1 and reflect about the definition of
language, learning, and teaching. Write your own definition of the
concepts in about 50 words for each one.
Consider stating what you can add or delete from the definitions given
in the study materials. Consider your experience as a language learner
and teacher to propose definitions that are clear and easy to
understand.
Include relevant information that can help you illustrate what you
mean in each example.
Collaborative:
The group compiler must prepare and send to the forum
a Word document that includes the following
information:
Collaborative_Task1_GroupNumber.pdf
Roles to
perform by
the student
Compiler, evaluator and reviser.
in the
collaborative
group
Different roles are proposed within the collaborative
environment that allow an appropriate space for
academic and affective interaction that promotes
learning and interpersonal relationships.
Every one of the learning moments is divided in an
individual and a group stage. Each student will take up
one of these roles for the development of the course
assignments and can only be changed if decided by the
group members.
Facilitator:
Roles and
Makes sure that every voice is heard and focuses work
duties for
around the learning task. Provides leadership and
the delivery
direction for the group and suggests solutions to team
of products
problems.
by students
Recorder:
Keeps a public record of the team's ideas and progress.
Checks to be sure that ideas are clear and accurate.
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:
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:
Evaluator:
Evaluates the final document to ensure it follows the
evaluation criteria of the rubric and informs the student
in charge of alerts about any changes that need to be
made before delivering the product.
Deliveries:
Alerts:
Informs group participants about any news in the work
being done and reports the delivery of the final product
to the course tutor.
Use of
Always cite the references
references
Plagiarism
Students must be aware of severe sanctions in the
policy
case of plagiarism.
4. Evaluation rubric
Evaluation rubric
Collaborative
Activity type: Individual Activity x
Activity
Evaluation moment Initial Intermediate x Final
Performance levels of the individual activity
Evaluated items Score
High score Mean score Low score
The student
The student
participated some The participation
participated from
On-time day after the of the student
the very first time,
participation in the beginning of the was too late and
and the 10
forum activity and the it was not
participation was
participation was significant.
meaningful
not significant
(up to 10 points) (up to 5 points) (up to 0 points)
The student The student
The did not
attended the web attended the web
attend and
Web conference conference and conference but
participate in the 10
participation participated without any
web conference
actively participation
(up to 10 points) (up to 5 points) (up to 0 points)
The development
The writing
Task 1: of the writing No writing
assignment is well
Developing the assignment shows assignment is 20
developed and
writing assignment some degree of presented
evidences proper
reflection but lacks
writing and coherence and
coherent ideas. cohesion.
(up to 20 points) (up to 10 points) (up to 0 points)
The student Although the
correctly paper includes all
The student did
presented the the definitions and
not follow the
assignment the statement of
Task 1: Content instructions to
content, with theory, the 20
and language use complete the
minor problems in structures and
assignment.
language language are
structures. somewhat poor.
(up to 20 points) (up to 10 points) (up to 0 points)
Performance levels of the collaborative activity
Evaluated items Score
High score Media score Low score
The group created
a well-organized The group created
blog that includes a Blog but not all
the information of participants The group did not
Task 2: Group Blog all participants posted their work create a blog. 20
with audio and made audio
comments.
comments.