Eval. de competencias en contextos de aprendizaje en-línea 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 first semester of the academic year 2024/2025. 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.


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."


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.


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


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.


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.


Muestras de proyectos realizados por grupos de alumnos Web


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.


Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

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

  • Ask students to provide proof of their identity as established in the UOC's academic regulations.
  • Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.


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.