Eval. de competencias en contextos de aprendizaje en-lĂ­nea Code:  M4.989    :  6
View general information   Description   The subject within the syllabus as a whole   Professional fields to which it applies   Prior knowledge   Information prior to enrolment   Learning objectives and results   View the UOC learning resources used in the subject   Additional information on support tools and learning resources   Guidelines on assessment at the UOC   View the assessment model  
This is the course plan for the second semester of the academic year 2023/2024. To check whether the course is being run this semester, go to the Virtual Campus section More UOC / The University / Programmes of study section on Campus. Once teaching starts, you'll be able to find it in the classroom. The course plan may be subject to change.

This subject will begin with a consideration of the the key principles of language assessment and how these relate specifically to the competences laid out in the Common European Framework of Reference for Languages. We will then go on to apply these principles to online tasks designed to assess those competences. Finally, the various issues involved in assessing online collaborative work will be considered.

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This is a compulsory course in the Master's program in Technology-Mediated Language Teaching and Learning. Specifically, this is a course in the compulsory block of courses:  "Foundations of technology-mediated language teaching and learning."

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This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face contexts, online, or hybrid environments. This includes editors, materials writers, and consultants for online language learning platforms.

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In order to register for this course, no previous courses from the Master's program in Technology-Mediated Language Teaching and Learning are required.

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Students need to have a level of English (language of instruction) equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

Information and communication technology (ICT) skills at user level are recommended.

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This course will contribute to develop the following competencies: Basic (B), general (G), transversal (T), and specific (S)

  • (B10) Being able to study in a self-directed and autonomous way.
  • (G2) Searching for, obtaining, processing, and communicating information (oral, written, audio-visual, digital or multimedia) in order to transform it into knowledge through analysis and synthesis.
  • (T2) Using and applying ICT efficiently, flexibly and creatively.
  • (S3) Mastering the various tools to learn a second language at a proficient user level and being able to adjust to the changing nature of educational technology.
  • (S4) Mastering the theoretical principles in technology-mediated second language teaching and learning and applying them to make decisions about authentic pedagogical interventions in online or hybrid contexts.
  • (S7) Analyzing, interpreting, and conveying the results and implications of the pedagogical actions or research projects carried out.
  • (S8) Designing digital educational and training materials in multiple media and formats.

 

These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed:

  • Synthesise the information about what assessment is, including key aspects presented in the resources.
  • Produce a case study on the use of descriptors and assessment criteria in language teaching in a specific setting.
  • Investigate the suitability of an online tool for assessment by evaluating its affordances against the needs of the learners, the teachers and the task.
  • Design an online speaking assessment and relevant marking criteria.
  • Design an online assessment quiz.
  • Recognise the complexity of evaluating collaborative online assessments.
  • Apply the knowledge about principles of assessment to the design of assessment criteria.
  • Analyze a specific innovation in assessment and evaluate its usefulness in a specific context.

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Muestras de proyectos realizados por grupos de alumnos Web

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The materials for this course are self-learning materials in web format and they are available in the virtual classroom. They include various units that gradually build up the contents of the course, with charts, summaries, and examples. In addition to the supporting self-learning materials, students will work with a bibliography in order to examine the topics of the course more in depth and will be provided with additional complementary references for each unit.

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The assessment process is based on students' own work and the assumption that this work is original and has been carried out by them.

In assessment activities, the following irregular behaviours, among others, may have serious academic and disciplinary consequences: someone else being involved in carrying out the student's assessment test or activity, or the work being not entirely original; copying another's work or committing plagiarism; attempting to cheat to obtain better academic results; collaborating in, covering up or encouraging copying; or using unauthorized material, software or devices during assessment.

If students are caught engaging in any of these irregular behaviours, they may receive a fail mark (D/0) for the assessable activities set out in the course plan (including the final tests) or in the final mark for the course. This could be because they have used unauthorized materials, software or devices (e.g. social networking sites or internet search engines) during the tests, because they have copied text fragments from an external source (internet, notes, books, articles, other student's projects or activities, etc.) without correctly citing the source, or because they have engaged in any other irregular conduct.

In accordance with the UOC's academic regulations , irregular conduct during assessment, besides leading to a failing mark for the course, may be grounds for disciplinary proceedings and, where appropriate, the corresponding punishment, as established in the UOC's coexistence regulations.

In its assessment process, the UOC reserves the right to:

  • Ask the student to provide proof of their identity, as established in the university's academic regulations.
  • Request that students provide evidence of the authorship of their work, throughout the assessment process, both in continuous and final assessment, by means of an oral test or by whatever other synchronous or asynchronous means the UOC specifies. These means will check students' knowledge and competencies to verify authorship of their work, and under no circumstances will they constitute a second assessment. If it is not possible to guarantee the student's authorship, they will receive a D grade in the case of continuous assessment or a Fail in the case of final assessment.

    For this purpose, the UOC may require that students use a microphone, webcam or other devices during the assessment process, in which case it will be the student's responsibility to check that such devices are working correctly.

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You can only pass the course if you participate in and pass the continuous assessment. Your final mark for the course will be the mark you received in the continuous assessment.

 

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