Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 2 –
Planning an action research

1. General description of the course

School or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Professional.
Academic Field Disciplinary formation.
Course Name Teacher Development
Course Code 551023
Course Type Theoretical- Retake yes ☐ No ☒
practical. exam
Number of Credits 2

2. Description of the activity

Numbe
Type of
Individual ☒ Collaborative ☒ r of 2
activity:
weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Total score of the activity: Environment to submit the activity:
200 points. Monitoring and Evaluation monitoring.
Starting date of the Deadline of the activity: November
activity: October 12th, 2019 28th, 2019
Competence to develop:
The students identify the importance of continuous formation or
development and the new strategies to apply in their professional using
research as a means to develop professionalism and reflecting and
evaluating their effectiveness
Topics to develop:
The contribution of research to teachers’ development.
Step, phase or stage of the learning strategy to develop
Task 2: Planning an action research

Activities to develop
Individual

Task 1. Readings
Go to knowledge environment and review the contents in Unit 2. Read the
reading “Action research”.

Task 2. Individual proposal

Each student is going to write an introduction paragraph about an issue
which concern a teacher has about his or her classes or with an issue the
teacher would like to explore and learn more about and answer the
following questions: Is it for the teacher’s own interest? Is it in order to
resolve a problem that is common in the school? Is it a topic the teacher
would like to present at a seminar or write about in a newsletter?

Collaborative

Task 3. Action research proposal

As a group decide and agree on the best research proposal, choose any
online presentation and plan an action research. This plan includes:
1. introduction
2. Purpose. Why am I starting this action research project? Is it to
solve a problem that has occurred in my classroom? Or is it
something else?
3. Topic. What issue are you going to investigate? What is going on in
yours classes that is causing them concern?
4. Focus. How can you narrow down the issue to investigate to make it
manageable within a specific time frame? What is the precise
question you are going to ask yourself?
5. Mode. How are you going to conduct the research? What data-
collecting methods will you need and why?
6. Timing. How much time will it take and how much time do they
have?
7. Resources. What are the resources, both human and material, that
you can call upon to help them complete the research? How can your
institution help?
8. Product. What is the likely outcome of the research, as they intend
it?
9. Action. What action will you expect to take as a result of conducting
this research? How will you carry out this action?
 10. Reporting. How will you share the finding of this research with other
teachers? What forum will you use for this and why?
11. 10 Conclusions
12. Bibliography
Note: Apply APA style for the whole presentation.

Task 4. Participation

Each student must participate at least three times in the Collaborative

Learning Forum on time and provide meaningful feedback about partners’
contributions.

Task 5: Delivery

In a whole document Word or PDF, the group leader is going to collect and
paste all the individual proposal and the link of the online presentation
with the action research planning and send the final product to the
Evaluative Environment (only one file per group will be allowed). Also write

Environment
Initial information environment
s for the
Knowledge environment
development
Collaborative learning environment
of the
Evaluation and monitoring environment
activity
Individual:
Post in the forum the individual proposal.
Points: 25

Collaborative:
Products to Word or PDF with
be submitted a. Cover page (names and last names, course info, tutor
by students name, date).
b. Introduction
c. All the individual proposals
d. Presentation link: Action research proposal
e. Conclusions
f. References (APA style)

Upload the final product in the Evaluative Environment

 Name your file as follows:
Task3_ Name of the group.pdf
Points: 75

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 individual and group activities, as well as
interaction and socialization in the virtual classroom.
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.
Planning of
3. All the activities that are carried out for the
Activities for
development of the activity should be reflected within the
the
course through the different media and especially in the
Developmen
forum of each activity, since the interaction; if they work
t of
by Skype or other means they should evidence it in the
Collaborativ
forum with screenshots.
e Work
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.
Roles to Be Different roles are proposed within the collaborative
Performed environment, which allow an appropriate space for
by the academic growth and effective interaction that promotes
Student in learning and interpersonal relationships. Every student will
the take up one of these roles for the development of the
Collaborativ course assignments and can only be changed if decided by
e Group the group members.
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.
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.
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
Roles and the criteria established in the activity guide.
Duties for Evaluator: Evaluates the final document to ensure it
the follows the evaluation criteria of the rubric and informs the
Submission student in charge of alerts about any changes that need to
of Products be made 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.
All references considered for this activity have to be cited
References
using APA Style
Plagiarism Students must be aware of the risks and penalties in case
Policy 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 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

Activity Collaborativ
Individual Activity ☒ ☒
type: e Activity
Moment of Unit
the Initial ☐ Intermediat ☒ Final ☐
evaluation e:
Assessed Performance levels of the individual activity
Score
Aspects High score Media score Low score
 The proposal
introduces a
problem or issue and The proposal does
The student had
makes a clear not introduce a
some difficulties
Individual argument for the problem/issue.
to understand the
proposal importance of the Topic for the 40 points
topics that were
topic for research.. research paper is
being discussed
The content is fully not provided.
comprehensive and
accurate
(up to 40 points) (up to 20 points) (up to 1 points)
Assessed Performance levels of the collaborative activity
Score
Aspect High score Media score Low score
Action plans are
clear and systematic. . Action plan
. The student
Information in each lacks of important
definitely had
items is clearly in some of the
difficulties to
guided by relevant items. The student
identify and
theories and had some
Action understand the
research. The difficulties to 100
research information about
student was able to recognize or points
plan the topic
identify clearly and understand the
proposed; or
understand the main information about
didn’t send the
information about the action research
activity
the the action plan
research plan
(Up to 100 points) (Up to 50 points) (Up to 1 points)
The student was The student had The student was
able to identify some difficulties to able to identify
clearly and recognize or clearly and
Interpretat
understand the main understand the understand the
ive 30 points
information about information about main information
Competenc
the action research the action research about the action
e
plan. plan. research plan.
(Up to 30 points) (Up to 15 points) (Up to 1 points)
The student
The student The student did
socialized the work
Group socialized his/her not socialize
but didn´t 30 points
interaction document, gave his/her document
contribute to
meaningful feedback and didn’t assess
partners’ works.
 about partners’ his/her partners’
contributions. works

(Up to 30 points) (Up to 15 points) (Up to 1 points)

The PDF has some
The PDF has the
of the required
required information No evidence of the
Final information and it’s
and it’s written in final task 10 points
Product not written in APA
APA format.
format.
(Up to 10 points) (Up to 5 points) (Up to 1 points)
Final score 200 points