Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric

1. General description of the course

Faculty or School of Education Sciences

Academic Unit
Academic Level Professional
Academic Field Disciplinary training
Course Name Educational Research
Course Code 551027
Course Type Methodological Retake Yes ☐ No ☒
exam
Number of 3
Credits

2. Description of the activity

Type of
Individual ☒ Collaborative ☐ Weeks 6
Activity:
Evaluation Intermediate,
Initial ☐ ☒ Final ☐
Moment: unit 3:
Environment to submit the activity:
Total score of the activity: 175 Collaborative Environment and
Monitoring and Assessment Environment
Starting Date of the activity: Deadline of the activity: 29th of
19th of October/19 November/19
Learning to develop:
*Linguistic Learning: To foster the enough linguistic elements for acquiring
vocabulary to express some doubts and circumlocutions on topics such as
educational issues, factors, and prospective. To have the enough linguistic
elements to reflect on educational practices, to explain the main topics of
one idea or issue with a reasonable accuracy and express thought about
educational research processes.
*Sociolinguistic Learning: To know to perform basic language functions when
searching on education, for example, share and request information, also,
express opinions and attitudes easily on educational factors and issues.
To express appropriately in different situations, for example by skype or web
topics related to participatory actions and avoid making major mistakes.
To explain with conviction and clarity appropriate to the situation when
commenting some educational research participatory factors.
*Pragmatic Learning: To be able to link a series of short elements of
educational research for concreting and creating a cohesive and linear
sequence. To use with effectiveness a variety of linking words to signal
clearly the relationships between ideas when he is talking about educational
factors and issues.
*Research Learning: To develop research competences making acts for
drawing up educational issues, research questions, and purposes, and for
applying some tools to collect information and analyze it under an
educational framework. This research competence will be developed by the
set of knowledge, skills and attitudes to be applied in carrying out the
function of researching.
Topics to develop:
Unit 3 : Third Activity – To analyze and interpret the Data
Steps, phases or stages of learning strategy to develop
Intermediate: Third Activity – To analyze and interpret the Data
Activities to develop
Analyzing and Interpreting the Data: individually

During or immediately after data collection, you need to make sense of the
information supplied by individuals in your educational research. Analysis
consist of “taking the data apart” to determine individual responses and then
“putting it together” to summarize it. Analyzing and interpreting the data
involves drawing conclusions about it; representing it in tables, figures, and
pictures to summarize it; and explaining the conclusions in words to provide
answers to your research questions and purpose according to your applied
survey.

Furthermore, you must report analysis and interpretation according to your

applied survey in the following two aspects:

 Results that you must describe the analysis and interpretation of your
applied survey. This is done with your own words, personal opinion
according to answers gotten in your survey.

Remember, you must make tables, figures or pictures by each

question. E.g. for first question, you must use a figure quantifying
data from your survey; and then, with your own words, to describe
this figure and interpret data gotten from survey for this first
question.

• Discussions: you must propose in two (2) paragraphs your viewpoints

and suggests according to results and findings from your survey.

This part must be presented by each student in PDF file by Monitoring and
Evaluation Environment’, keeping in mind the classmates’ corrections at
forum.
Environments
for the
Collaborative Environment and Monitoring and Evaluation
development
Environment
of the
activity
Individual:

One (1) file in PDF with first part only.

Specifications of that file in PDF:
For it, you must take into account these specifications:
• * This is an individual task.
• * You can respond according to knowledge and
practical learning environment, it is necessary to look
over other resources. Here, we grade your response
whichever is, as long as you try to answer arguing
logically.

• * You must do title page.

Products to
• *You must develop the first part.
be submitted
• *You must write references.
by students
Collaborative:
Taking part at forum:

Each student must take part at forum writing his results,

findings and discussions; all what he did in Analyzing and
Interpreting the Data

Final Product:

Each student must comment and suggest at least two (2)

postings of other classmates.
 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. Unlike
the group work, we know from traditional education,
collaborative work is based on a structured and planned
process that includes individual activities, group and
socialization in the virtual classroom. On this occasion, in
order to reflect on the issues proposed in the course, each
student must make at least three contributions within the
Planning of forum, like this:
activities for
1. An initial contribution according to required reading
the
papers, other consulted references, their own points of
development
views and their own experience.
of
collaborative 2. Comments on the initial contributions of the other
work members of the group.

3. The answers to all the comments that their classmates

make about your own initial contribution.

It is important to establish roles that allow the

participation of each group member and facilitate the
compilation, construction and consolidation of the final
product.
Roles to be The Facilitator: - Provides leadership and direction for the
performed group.
by the - Leads discussions Suggests solutions to team problems.
student in - Helps members clarify points.
- Protects members from attack.
the
- Makes sure that every voice is heard.
collaborative
- Focuses work around the learning task.
group
Communicator: - He or She is responsible for the
communication between the tutor and the group, as well
as presenting them the information to develop of topic.
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:
- Looks for supplies or requests help from the teacher
when group members agree that they do not have the
resources to solve the problem.
- Keeps a public record of the team's ideas and progress.
- Checks to be sure that ideas are clear and accurate.
- Uses charts, multiple colors, and other techniques to
highlight and summarize the ideas of the team.
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 guide.

Roles and Evaluator:

duties for Evaluates the final document to ensure it follows the
the evaluation criteria of the rubric and informs the student in
submission charge of alerts about any changes that need to be made
of products before delivering the product.
by students
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.
References In the following links you find information about rules APA
sixth version, please, keep in mind for doing the
teamwork’s references.

Zavala, S. (2009). Guía a la redacción en el estilo APA, 6ta

edición. Biblioteca de la Universidad Metropolitana.
Recuperado de:
http://www.cibem.org/paginas/img/apa6.pdf

Norma APA sexta edición. (s.f). Centro de Escritura

 Javeriano. Recuperado de:
http://portales.puj.edu.co/ftpcentroescritura/Recursos
%20C.E/Estudiantes/Referencia%20bibliogr
%C3%A1ficas/Normas%20APA%20Sexta%20Edici
%C3%B3n.pdf
¿What is plagiarism for UNAD? The plagiarism is defined by
RAE dictionary as an action of "copying in the core of work
of others, giving them as their own". Therefore, plagiarism
is a serious offense: it is the academic equivalent, to theft.
A student who plagiarizes does not take his education
seriously, and does not respect the intellectual work of
others.

There is no small plagiarism. If a student makes use of any

portion of another person's work, and does not document
their source, he or she is doing an act of plagiarism. Now,
it is clear that we all have the ideas of others when it
comes to presenting ours, and that our knowledge is based
on the knowledge of others. But when we rely on the work
Plagiarism
of others, academic honesty requires that we explicitly
policy
announce the fact that we are using an external source,
either by appointment or by an cited paraphrase (these
terms will be defined below). When we make an
appointment or a paraphrase, we clearly identify our
source, not only to give recognition to its author, but also
so that the reader can refer to the original if he wishes.

There are academic circumstances in which, exceptionally,

it is not acceptable to quote or paraphrase the work of
others. For example, if a teacher assigns his students a
task in which students are clearly asked to respond using
their ideas and words exclusively, then the student should
not appeal to external sources even if they were properly
referenced.
4. Evaluation Rubric
Evaluation Rubric
Individual Teamwork
Activity Type: ☒ ☐
Activity Activity
Evaluation Intermediat
Initial ☐ ☒ Final ☐
Moment e, unit 3
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score
The student The student The student
actively participated did not
participated in intermittently participate in
each of the in the spaces, the forum
activities but does not despite calls
complying with evidence and invitation
Results each of the contribution generated by 20
guide that resulted peers and
indications and in the product tutor.
the purpose of construction
the activity
(Up to 20 (Up to 10 (Up to 0
points) points) points)
The findings Student There is
evidences an presented deficiency in
excellent findings, but findings, they
writing and he didn’t were not clear
development articulate and
Findings of each describe the 20
question questions
presented in
the survey
(Up to 20 (Up to 10 (Up to 0
points) points) points)
Sociolinguis The student The student The student 20
tic was able to demonstrated had a little
Competence synthesize difficulty to ability to
clearly his/her synthesize synthesize
points of view clearly his/her clearly his/her
about the points of view. points of view
elements for a about the
good needs elements for a
 analysis good needs
analysis.
(Up to 20 (Up to 10 (Up to 0
points) points) points)
The student is The student is The student
able to link a able to link a isn’t able to
series of short series of short link a series of
elements of elements of short elements
educational educational of educational
research for research for research for
Pragmatic concreting and concreting but concreting or
creating a he doesn’t creating a 20
Competence
cohesive and create a cohesive and
linear cohesive or linear
sequence. linear sequence.
sequence.
(Up to 20 (Up to 10 (Up to 0
points) point) points)
The student The student The student
was able to demonstrated didn’t have
synthesize difficulty to any ability to
clearly his/her synthesize synthesize
Collecting points of view clearly his/her clearly his/her
data about this points of view points of view
analysis for in the analysis. about the 20
applying some analysis.
tools to collect
information.
(Up to 20 (Up to 10 (Up to 0
points) point) points)
Performance levels of the collaborative
Evaluated activity
Score
items High
Average score Low score
score
Arguments His postings His postings Student didn’t 25
on have an have a bad post any
excellent presentation participation.
Postings
presentation with some
with all instructions
instructions given and show
 given and show a few
some reflections
reflections based on
based on critical
critical thinking.
thinking.
(Up to 25 (Up to 13 (Up to 0
points) points) points)
Student argue Student argue Student didn’t
very well to regular to argue any
Discussions
enhance the enhance the discussion
quality of work quality of work 25

(Up to 25 (Up to 13 (Up to 0

points) points) points)
The student The student The student
took part at took take part didn’t take
this forum and at this forum part at this
commented and didn’t forum.
Taking part and suggested comment and
at forum with good suggest with 25
arguments. good
arguments.
(Up to 25 (Up to 13 (Up to 0
points) points) point)
Final Score 175