Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: Resources Development for English Language Learning
Code: 523008

Activity Guide and Evaluation Rubric – Phase 5 – Analysis of Learning

Resources

1. Activity Description

Type of activity: Individual

Evaluation moment: Final
Highest score of the activity: 125 points
The activity starts on: Thursday, May The activity ends on: Wednesday,
16, 2024 May 29, 2024
With these activities, you are expected to achieve the following learning
outcome:
To analyze the current state and the suitability of printed and digital materials for
language teaching and learning.

The activities consist of:

A.
Based on the results obtained from the evaluation done to your VLO, make the final
adjustments suggested by the population. Complete the section “Final adjustment” of
the DRD Format to explain what those adjustments were. They must be evident in
the VLO. In the case that the population didn’t suggest any, it’ll be you who will make
new adjustments to improve it. Inform the tutor of the specific adjustments you
made to be checked.
B.
Get back to Activity C developed in the previous Phase 4, related to printed ELT
textbooks and the study you chose for the activity. Now, select a printed ELT
textbook (known or unknown) and present an extensive and critical analysis of it
following the same topics addressed in the chosen study. You are asked to be highly
reflexive, critical, and exhaustive in this evaluation. The more exhaustive and
analytical your evaluation, the higher the punctuation.

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Respond to these questions:
● Write the reference of the book: authors, year, book name, and editorial.
● (To what extent) does the book develop the topics?
● Evaluate the pedagogical and didactic design of the book regarding the topics
(objectives, topics, activities, texts, images, etc.).
● Provide specific examples of activities proposed in the book for that purpose.
● Do you consider appropriate the way the textbook addresses the topics and
skills? Why?
● What is missing or how can the book improve?
● Would you recommend this textbook to language teachers to develop such
topics?
● Do you consider that complementary material is needed to achieve the goals?
Would that material be printed or digital?
C.
Read the article “Designing and assessing virtual learning objects to foster English for
specific purposes in higher education” and “Creation of Virtual Learning Objects for
the Development of Technological Skills and the Learning of English as a Foreign
Language” and develop the following comparative exercise, including the VLO that
you designed.
Table 1. Comparative chart.

Study 1: Study 2: Creation of Study 3: (write here

Designing and Virtual Learning Objects a possible (research)
assessing virtual for the Development of title for the process
learning objects to Technological Skills and carried out with your
foster English for the Learning of English VLO. Follow the
specific purposes in as a Foreign Language. examples of studies
higher education. 1 and 2.)
Objectives of the
VLO’s.
Intended topics
and skills.
Platforms and
tools for the
design of the
VLO.

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 Intended
population.
Steps or phases
of the whole
process.
Data-gathering
tools and
techniques.
Data analysis
and results.
Other important
facts.

For the development of the activity consider that:

In the Initial Information Environment, you must check the Course Agenda.
In the Learning Environment, you must explore the Course Syllabus, consult the
suggested References, download the DRD Format, and participate in the available
Forum.
In the Evaluation Environment, you must post the final document containing the
activities of this guide. Read below the way the activities have to be submitted.

Evidence of individual work:

The individual evidence to be submitted is:
A PDF document containing:
● The “Final Adjustments” section and the link to the VLO.
● The analysis of the book responding to the questions of Activity B.
● The comparative chart of Activity C fully completed.

Evidence of collaborative work:

No collaborative evidence is required in this activity.

2. General Guidelines for the Development of Evidence to Submit

For Individual evidence, consider the following:

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• Accept and follow the feedback provided by the tutor and mates in the forum to
improve the final work. Upload to the evaluation environment the improved
version of your work.
• Make sure the paper you submit is complete, well-presented, organized and in
PDF format. These aspects will facilitate the evaluation.

Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentation conditions defined in this activity guide.
Regarding the use of references, consider that the product of this activity must
comply with APA style.

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 the 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: Individual

Evaluation moment: Final
The highest score in this activity is 125 points
High level: New adjustments pertinent to the goal of language
learning were made to the VLO. The overall VLO can be
considered effective for ELT since it fosters knowledge and

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 skills in the English language and for learning in general as it
First evaluation develops cognitive and metacognitive skills; count on
criterion: pedagogical, didactic, and research-based principles; meet
educational technologies; and is (re)usable, durable, creative,
accessible, self-contained, and flexible.
Adjustments and
appropriateness If your work is at this level, you can get between 26
points and 30 points
of the VLO.

Average level: Even though the current design is appropriate,

This criterion
some new adjustments are still necessary to ensure the
represents 30
appropriateness and effectiveness of the VLO for ELTL.
points of the total
of 125 points of If your work is at this level, you can get between 15
the activity. points and 25 points

Low level: No new adjustments were made to the VLO and

the current design still remains with several issues that need to
be resolved to ensure its appropriateness and effectiveness for
ELTL.
If your work is at this level, you can get between 0
points and 14 points
High level: An accurate, critical, exhaustive, and reflexive
analysis was done of an ELT textbook and its capacity to foster
the given topics. Clear examples, strong arguments, new
proposals, and pertinent suggestions are provided to support
Second evaluation the opinions.
criterion: If your work is at this level, you can get between 26
points and 30 points
Exhaustiveness of
the printed ELT Average level: An analysis of an ELT textbook was presented
textbook analysis. with some examples, arguments, proposals and suggestions
regarding its capacity to foster the given topics, nevertheless,
it could have been more accurate, critical, exhaustive, and
This criterion reflexive.
represents 30
If your work is at this level, you can get between 15
points of the total
points and 25 points
of 125 points of
the activity.

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 Low level: No analysis was presented or it lacks accuracy,
exhaustiveness, criticism, and reflection regarding the capacity
of the textbook to foster the given topics.
If your work is at this level, you can get between 0
points and 14 points
High level: The learner presented a full analysis and reflection
by answering critically the proposed questions. New insights
Third evaluation and proposals are depicted regarding the state, the roles, and
criterion: the implications of printed and digital textbooks for ELT.
If your work is at this level, you can get between 16
points and 20 points
Perspectives of
printed and digital
learning materials. Average level: The questions were answered but more
reflection and criticism are needed to set new insights and
proposals regarding the state, the roles, and the implications of
This criterion the printed and digital textbooks for ELT.
represents 20
If your work is at this level, you can get between 10
points of the total
points and 15 points
of 125 points of
the activity.
Low level: Few or no insights and proposals are depicted
regarding the state, the roles, and the implications of printed
and digital textbooks for ELT.
If your work is at this level, you can get between 0
points and 9 points

High level: The comparative chart was fully completed with

Fourth evaluation accurate information from the suggested articles. A clear
criterion: connection between the articles and the own VLO was set.
If your work is at this level, you can get between 26
Completeness of the points and 30 points
comparative chart.
Average level: Some information was missing in the
comparative chart or some data is not very accurate.
This criterion
represents 30 If your work is at this level, you can get between 15
points of the total points and 25 points
of 125 points of
the activity.

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 Low level: The comparative chart was not completed or most
of the information presented is not coherent and accurate with
the suggested articles.
If your work is at this level, you can get between 0
points and 14 points
High level: The learner displayed skills to observe, research
and interpret the given topics to develop complex ideas and
proposals. Comparisons, differences, and commonalities were
set regarding the proposed research articles.
If your work is at this level, you can get between 12
Fifth evaluation
points and 15 points
criterion:

Average level: Some comparisons, differences, and

Analytical and
commonalities were set regarding the proposed research
critical skills.
articles, but a deeper analysis is needed to identify and
evaluate the most important issues of the given topics.
This criterion If your work is at this level, you can get between 8
represents 15 points and 11 points
points of the total
of 125 points of
Low level: The learner needs to improve analytical skills since
the activity.
the analysis presented is merely literal and no deep
interpretations were set.
If your work is at this level, you can get between 0
points and 7 points