# snippets

DENSE: ac692
TITLE: ETHIA AIO
COMMENTS: ac692
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\TECH\ETHIA AIO.md
TEXT:
🎯 20/80 RULE FOR ÉTICA
🔥 THE CORE 20% (Master These First)
If you truly understand these, you understand most of Ethics:


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TITLE: ETHIA AIO
COMMENTS: ac693 | ethics vs mroal | what is moral | what is is ethics
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\TECH\ETHIA AIO.md
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1️⃣ What is Ethics vs Morality
Ethics → philosophical reflection about what is right
Morality → actual rules, customs, behaviors in society
If you can explain this difference clearly, you already outperform most students.


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TITLE: ETHIA AIO
COMMENTS: ac694
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2️⃣ The 3 Major Ethical Theories
This is HUGE. Almost all ethical debates come from these:
A) Deontology (Kant)
Duty-based
“Is it my obligation?”


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TITLE: ETHIA AIO
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\TECH\ETHIA AIO.md
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Rules matter more than consequences
Example:
Don’t lie — even if lying helps.
B) Consequentialism (Utilitarianism)


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TITLE: ETHIA AIO
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Results-based
“What produces the most good?”
The outcome determines morality
Example:
Lie if it saves lives.


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TITLE: ETHIA AIO
COMMENTS: ac697
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C) Virtue Ethics (Aristotle)
Character-based
“What would a good person do?”
Focus on virtues (honesty, courage, justice)
Example:
Act in a way that builds good character.


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TITLE: ETHIA AIO
COMMENTS: ac713
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\TECH\ETHIA AIO.md
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5️⃣ Ethical Decision-Making Model (VERY practical)
Use this structure in exams:
Identify the problem
Identify stakeholders
Identify possible actions
Evaluate using:
Duty?
Consequences?
Virtue?
Choose & justify
Professors LOVE structured answers.


DENSE: ac717
TITLE: ETHIA AIO
COMMENTS: ac717
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\TECH\ETHIA AIO.md
TEXT:
Rare niche ethical schools
Unless your exam is purely theoretical.
🧠 20/80 Strategy for YOU (Ernesto)
Since you're building structured knowledge systems:


DENSE: ac723
TITLE: QUIMICA
COMMENTS: ac723 | CALC 1 | TECH CAL 1 | TECH CALC 20/80 RULE
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\TECH\QUIMICA.md
TEXT:
Perfect. Now we apply the 20/80 rule to Calculus 1 — and since you want to master math fast, I’ll structure this strategically for you.
Ernesto, this is especially important because Calc 1 is the gateway to:
Civil Engineering mechanics
Physics
Vector calculus
Differential equations
Optimization problems
If you master the right 20%, everything else becomes easier.
🎯 20/80 RULE FOR CALCULUS 1
🔥 The Core 20% That Gives You 80% of Power
If you deeply understand these 5 pillars, you dominate Calc 1:
1️⃣ Functions (REAL mastery, not superficial)
If you don’t understand functions, calculus collapses.
You must dominate:
Function notation 
f(x)
f(x)
Domain & range
Graph interpretation
Transformations
Polynomial, rational, exponential, logarithmic, trig functions
Why this matters:
Derivatives are about how functions change.
If functions are weak → derivatives are chaos.
2️⃣ Limits (Concept > Tricks)
You don’t need 200 weird limit tricks.
You need to deeply understand:
What a limit means
One-sided limits
Continuity
Indeterminate forms (0/0)
Core idea:
lim⁡x→af(x)
x→a
lim
	​
f(x)
means: What value does the function approach?
If you understand limits conceptually, derivatives become obvious.
3️⃣ The Derivative (THE HEART OF CALC 1)
This is the biggest 20% area.
You must master:
A) Definition
f′(x)=lim⁡h→0f(x+h)−f(x)h
f
′
(x)=
h→0
lim
	​
h
f(x+h)−f(x)
	​
Even if you rarely compute from definition, you must understand what it represents:
→ Instantaneous rate of change
→ Slope of tangent line
B) Derivative Rules (HIGH ROI)
You absolutely must dominate:
Power rule
Product rule
Quotient rule
Chain rule
Chain rule = extremely high leverage.
Most students fail here.
4️⃣ Applications of Derivatives (Massive exam weight)
This gives you huge points:
Increasing/decreasing
Critical points
Maximum and minimum
Optimization problems
Concavity
Inflection points
Engineering uses this constantly.
Optimization especially = HUGE in Civil Engineering.
5️⃣ Relationship Between Derivative and Graph
If:
f′(x)>0
f
′
(x)>0 → increasing
f′(x)<0
f
′
(x)<0 → decreasing
f′′(x)>0
f
′′
(x)>0 → concave up
f′′(x)<0
f
′′
(x)<0 → concave down
This alone answers many exam problems.
🧠 What You Do NOT Need to Over-Study
Hyper-advanced epsilon-delta proofs
Extremely weird limits
1000 symbolic derivative drills
Exotic trick identities
Unless you’re in a pure math program.
You are Civil Engineering → focus on application strength.
⚙️ Your 20/80 Calc 1 Study Order
If I were structuring this for you:
Phase 1 – Algebra Repair (if needed)
Factoring
Fractions
Exponents
Trig basics
No calculus yet.
Phase 2 – Functions (1 week deep focus)
Graph everything.
Phase 3 – Limits (3–5 days)
Conceptual understanding.
Phase 4 – Derivatives (2 weeks heavy focus)
This is your main battlefield.
Phase 5 – Applications (1 week)
Optimization.
Curve sketching.
🎯 If You Only Master These 6 Skills
Take derivatives quickly
Use chain rule without thinking
Find critical points
Solve optimization problems
Interpret graphs
Understand slope physically
You will pass most Calc 1 courses comfortably.
🧩 For YOU Specifically (Ernesto)


DENSE: ac724
TITLE: QUIMICA
COMMENTS: ac724
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\TECH\QUIMICA.md
TEXT:
Since you build ladder systems, here’s your Calc 1 micro-ladder:
C1-01  Functions review
C1-02  Function transformations
C1-03  Limit concept
C1-04  Limit algebra
C1-05  Derivative definition
C1-06  Power rule
C1-07  Product & Quotient
C1-08  Chain rule
C1-09  Implicit differentiation
C1-10  Optimization
C1-11  Curve sketching


DENSE: ac736
TITLE: 1.1
COMMENTS: ac736
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.1.md
TEXT:
unives research 1.1
1.1 Activity. State of the art in my context
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 11 de enero de 2026, 23:59
In this activity, you will identify and select the most relevant research related to your study topic in order to build a solid foundation for your project. By creating the state of the art and the theoretical framework visually, you will be able to understand current trends, key authors, and the conceptual contributions that support your intervention proposal.
Learning objective:
Identify the project's state of the art by reviewing and selecting relevant research to explain the theoretical contributions and trends that support it.
Instructions:
1. Carefully read the following information:
III. La búsqueda de material. In "Cómo se hace una tesis".


DENSE: ac737
TITLE: 1.1
COMMENTS: ac737 | QUESTION-X | unives research 1.1
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.1.md
TEXT:
1.1 Activity. State of the art in my context
2. Identify between 4 and 5 keywords that clearly define the problem and your proposal.
ESL DICTIOANCARY RESEARCH
BILLIGAL DICTUACNARY USAGE
ELS PHONTECUS


DENSE: ac738
TITLE: 1.1
COMMENTS: ac738 | QUESTION-X | unives research 1.1
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.1.md
TEXT:
3. Research and select a minimum of 5 sources (scientific articles, doctoral theses, specialized book chapters, technical reports, etc.) that meet the following criteria:
1
2
3
4
5
Currency: Prioritize publications from the last 5 to 10 years.
AWES
1
2
34
5
6
Quality: Come from indexed journals or recognized academic publishers.


DENSE: ac739
TITLE: 1.1
COMMENTS: ac739 | QUESTION-X | unives research 1.1 | unives research 1.1
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.1.md
TEXT:
4. Create a record (table or sheet) for each source, noting the title, author(s), year, main objective, and—most importantly—the conclusions and relevant contributions to your project.


DENSE: ac740
TITLE: 1.1
COMMENTS: ac740 | QUESTION-X | unives research 1.1
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.1.md
TEXT:
5. Based on the analyzed sources, identify the most recent research to determine practical contributions (solutions or methodologies successfully implemented), trends (current research lines), and gaps (unaddressed aspects that justify your project) that make up the state of the art.
THE PRATICAL CONTRBITON IT AMDE TO MY PROJECTS THAT IT MADE BETTER
SOME OF THE MRE INTERESTI  SOLUTION ICAN ARE
-
-


DENSE: ac741
TITLE: 1.1
COMMENTS: ac741 | QUESTION-X | unives research 1.1
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.1.md
TEXT:
6. Identify the main authors and central theories (models or concepts you will use to frame and explain your intervention) that support your theoretical framework.
THE MIANS AUTHERO ARE


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TITLE: 1.1
COMMENTS: ac742 | QUESTION-X | unives research 1.1
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.1.md
TEXT:
7. Then, create a concept map representing the hierarchical and conceptual relationships among the findings:
CMAP DRAW
Create branches for the state of the art, connecting relevant research with its trends and key results.
Create branches for the theoretical framework, connecting the central theories with their respective authors and the key concepts you will apply.
SOME OF THE BRANCHES FOR MY WORK
branch one 
branhge two 


DENSE: ac743
TITLE: 1.1
COMMENTS: ac743 | QUESTION-X | unives research 1.1
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.1.md
TEXT:
8. Submit your concept map to the assignment inbox. If you created it using an online tool, paste the link in the corresponding text box.
For your work, we recommend some online tools to develop it creatively. Select the one that best suits your needs, or explore another tool of your choice:
Canva
Genially
Lucidchart
Miro
CmapTools
Product to be delivered:


DENSE: ac744
TITLE: 1.1
COMMENTS: ac744 | unives05
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.1.md
TEXT:
Evaluation criteria:
Criteria
Score
Identifies the most recent research, determines current trends, and highlights knowledge gaps that justify the project.
30%
Correctly identifies the authors and central theories (models, concepts) that directly support the digital intervention proposal.
30%
The concept map presents a logical hierarchical structure, clear relationships among nodes (concepts, authors, trends), and facilitates a global understanding of the topic.
25%
Meets the minimum number of required sources (5 or more) and verifies their currency and academic quality.
Includes references to the consulted information sources in current APA format.
Submits the activity within the established timeframe.
Total
100%
Resources:
Eco, U. (2016). La redacción. En Cómo se hace una tesis. Gedisa. https://www.economia.unam.mx/cedrus/pdf/Como_se_hace_una_tesis.pdf
In this activity, you will identify and select the most relevant research related to your study topic in order to build a solid foundation for your project. By creating the state of the art and the theoretical framework visually, you will be able to understand current trends, key authors, and the conceptual contributions that support your intervention proposal.


DENSE: ac745
TITLE: 1.2
COMMENTS: ac745
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.2.md
TEXT:
1.2 Activity. Building the theoretical framework
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 18 de enero de 2026, 23:59
In this activity, you will develop a crucial part of your project: the theoretical foundation. You will write an analytical essay that integrates and contrasts the perspectives of key authors, establishing the conceptual framework on which your intervention will be built.
Learning objective:
Integrate the selected principles and theoretical foundations to establish the conceptual structure that will support the intervention proposal.


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TITLE: 1.2
COMMENTS: ac746 | QUESTIION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.2.md
TEXT:
1.2 Activity. Building the theoretical framework
Instructions:
1. Revisit the key authors and fundamental theories that you identified and synthesized in Activity 1.1, State of the art in my context.


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TITLE: 1.2
COMMENTS: ac747 | QUESTIION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.2.md
TEXT:
3. Then, write an argumentative essay with a length of 3 to 4 pages (not including the cover page and references). The essay must follow this structure and purpose:
WHY
BSTRACT
JUSTIFCTION
Introduction: Present the central topic of your project and the three or more key authors to be analyzed, as well as the objective of the essay (to establish the theoretical foundation of the research).
PRESENEATION
AUTHORS RPESENTATION
THIS ARE THE AUTHORS I PICKED
1
2
3


DENSE: ac748
TITLE: 1.2
COMMENTS: ac748 | QUESTIION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.2.md
TEXT:
Development: Integrate and contrast the theoretical contributions of the selected authors. Organize the information by thematic axes or key concepts of your project, showing similarities, differences, and complementarities among the theories.
NTREGRATIONA
AND CONTRAST
THEMATICS AXE
KEY CONCEPTRS
SIMILATIARIEWS
THE DIFFRENCES
AND THE COMPLETATION
//////////////////////////////////


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TITLE: 1.2
COMMENTS: ac749 | QUESTIION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.2.md
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Conclusion: Synthesize the theoretical stance your project will adopt (the model or approach it will follow) and justify why this selection of authors is the most appropriate for the success of your intervention.
SYTHNEZIE YOUR THEORITACAL STANCE YOU  WILL ADOPT
THE MODEL
THE APPROACH
MY PERSNOAL JUSTFIACTION FOR THE AUTORS THAT HAVE PICKED
WHY THE AUTHORS I CHOSE I RE THE BEST FIT FOR THE MY SUCCES OF MY PROJECT
DOES IT MEET THIE CRITEROA
The introduction, development, and conclusion of the essay are clearly defined, maintain a logical argumentative flow, and meet the minimum required length.
The essay addresses the key topics with conceptual depth and uses the contributions of three or more selected authors to build the theoretical foundation of the project.
The body of the essay integrates and contrasts the authors’ contributions, explicitly identifying similarities, differences, and complementarities among their perspectives and how they apply to the project.
4. Make sure to use APA format to structure your essay:
Margins, font, line spacing, etc.
Include in-text citations to support each argument.
Include the consulted sources of information.
If you wish, you may consult the APA 7th Edition Manual.
5. Upload your essay to the assignment inbox.
Product to be delivered:
Argumentative essay.


DENSE: ac750
TITLE: 1.2
COMMENTS: ac750
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.2.md
TEXT:
Evaluation criteria:
Criteria
Score
The introduction, development, and conclusion of the essay are clearly defined, maintain a logical argumentative flow, and meet the minimum required length.
25%
The essay addresses the key topics with conceptual depth and uses the contributions of three or more selected authors to build the theoretical foundation of the project.
30%
The body of the essay integrates and contrasts the authors’ contributions, explicitly identifying similarities, differences, and complementarities among their perspectives and how they apply to the project.
APA format is correctly applied in the overall document format, as well as in in-text citations and reference lists.
The activity is submitted within the established timeframe.
Total
100%
Resources:
Secretaría de Asuntos Docentes de la Provincia de Buenos Aires. (2023). Manual para el uso de Normas APA - 7ma. edición. https://abc.gob.ar/secretarias/sites/default/files/2023-10/MANUAL%20PARA%20EL%20USO%20DE%20NORMAS%20APA.pdf
In this activity, you will develop a crucial part of your project: the theoretical foundation. You will write an analytical essay that integrates and contrasts the perspectives of key authors, establishing the conceptual framework on which your intervention will be built.
Learning objective:
Integrate the selected principles and theoretical foundations to establish the conceptual structure that will support the intervention proposal.
Instructions:
1. Revisit the key authors and fundamental theories that you identified and synthesized in Activity 1.1, State of the art in my context.
3. Then, write an argumentative essay with a length of 3 to 4 pages (not including the cover page and references). The essay must follow this structure and purpose:
Introduction: Present the central topic of your project and the three or more key authors to be analyzed, as well as the objective of the essay (to establish the theoretical foundation of the research).
Development: Integrate and contrast the theoretical contributions of the selected authors. Organize the information by thematic axes or key concepts of your project, showing similarities, differences, and complementarities among the theories.
Conclusion: Synthesize the theoretical stance your project will adopt (the model or approach it will follow) and justify why this selection of authors is the most appropriate for the success of your intervention.
4. Make sure to use APA format to structure your essay:
Margins, font, line spacing, etc.
Include in-text citations to support each argument.
Include the consulted sources of information.
If you wish, you may consult the APA 7th Edition Manual.
5. Upload your essay to the assignment inbox.
Product to be delivered:
Argumentative essay.


DENSE: ac751
TITLE: 1.3
COMMENTS: ac751
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.3.md
TEXT:
1.3 Integrative Activity. Problem statement
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 25 de enero de 2026, 23:59
In this activity, you will integrate the reviewed theoretical and reference frameworks to write the problem statement of your project. The problem statement is the first formal chapter of your research, in which the need, relevance, and feasibility of your proposal are justified by articulating the theoretical foundations developed in the previous activities.
Learning objective:
Compose the justification and delimitation of the research problem, coherently articulating the theoretical reference frameworks developed.
Instructions:
1. Carefully read the following information:
El problema de investigación. pp 37 - 46. In "proyecto de investigación”.


DENSE: ac752
TITLE: 1.3
COMMENTS: ac752 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.3.md
TEXT:
1.3 Integrative Activity. Problem statement
2. Begin writing the first chapter of your project, “Problem statement.”


DENSE: ac753
TITLE: 1.3
COMMENTS: ac753 | QUESTION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.3.md
TEXT:
3. You may start the chapter with a description of the phenomenon or situation at a general level and then narrow it down to your specific context. To do this, articulate the contextualization based on the trends and gaps identified in your state of the art and the conceptual foundations of your theoretical framework.


DENSE: ac754
TITLE: 1.3
COMMENTS: ac754 | QUESTION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.3.md
TEXT:
4. Next, develop a background section that summarizes the most relevant previous research or interventions related to your topic. In this section, you must use your sources to demonstrate that, although the topic has been studied, there is still an area, a specific population, or a methodology that has not yet been addressed (this is the gap that justifies your project).


DENSE: ac755
TITLE: 1.3
COMMENTS: ac755 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.3.md
TEXT:
5. Write a section dedicated to the justification of your project. Argue the need to carry out the research by addressing at least two dimensions:
1
2
3
4
5
Social relevance/pertinence: Who benefits directly, and why is it important for society or the institution?
1
2
3
4
5
6
Theoretical/methodological value: What new knowledge does it contribute, or what innovative methodology will be applied?
1
2
3
4
5
6


DENSE: ac756
TITLE: 1.3
COMMENTS: ac756 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.3.md
TEXT:
6. Based on the contextualization and justification developed, formulate the research problem through:
1
2
3
4
5
6
Central question: A broad question that encompasses the main problem of your project.
1
2
3
4
5
6
Specific questions: Two or three questions that break down the central question into smaller, manageable components, guiding the phases of your research.
1
2
3
4
5
6


DENSE: ac757
TITLE: 1.3
COMMENTS: ac757 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.3.md
TEXT:
7. Ensure that the entire document complies with current APA citation and referencing standards.
1
2
3
4
5
GRADING RUBRIC
-------------------------------------------
Writing of the problem statement.
The research problem, the central question, and the specific questions are formulated precisely, unambiguously, and concisely.
The justification and the problem are coherently articulated with the contributions of the state of the art and the theories of the theoretical framework.


DENSE: ac758
TITLE: 1.3
COMMENTS: ac758
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.3.md
TEXT:
Correct use of grammatical rules and good spelling are demonstrated.
APA format is correctly applied in the overall document format, as well as in in-text citations and reference lists.
The activity is submitted within the established timeframe.


DENSE: ac759
TITLE: 1.3
COMMENTS: ac759
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\1.3.md
TEXT:
8. Upload your work to the assignment inbox.
Product to be delivered:
Writing of the problem statement.
Evaluation criteria:
Criteria
Score
The research problem, the central question, and the specific questions are formulated precisely, unambiguously, and concisely.
20%
The document presents a logical progression from the general to the specific, and the background supports the need for the project within its particular context.
25%
The justification and the problem are coherently articulated with the contributions of the state of the art and the theories of the theoretical framework.
25%
Correct use of grammatical rules and good spelling are demonstrated.
APA format is correctly applied in the overall document format, as well as in in-text citations and reference lists.
The activity is submitted within the established timeframe.
Total
100%
Resources:
Fidias G., A. (2019). Capítulo 3: El problema de investigación. En El proyecto de investigación (7a ed.). Episteme. https://abacoenred.org/wp-content/uploads/2019/02/El-proyecto-de-investigaci%C3%B3n-F.G.-Arias-2012-pdf-1.pdf
In this activity, you will integrate the reviewed theoretical and reference frameworks to write the problem statement of your project. The problem statement is the first formal chapter of your research, in which the need, relevance, and feasibility of your proposal are justified by articulating the theoretical foundations developed in the previous activities.
Learning objective:
Compose the justification and delimitation of the research problem, coherently articulating the theoretical reference frameworks developed.
Instructions:
1. Carefully read the following information:
El problema de investigación. pp 37 - 46. In "proyecto de investigación”.
2. Begin writing the first chapter of your project, “Problem statement.”
3. You may start the chapter with a description of the phenomenon or situation at a general level and then narrow it down to your specific context. To do this, articulate the contextualization based on the trends and gaps identified in your state of the art and the conceptual foundations of your theoretical framework.
4. Next, develop a background section that summarizes the most relevant previous research or interventions related to your topic. In this section, you must use your sources to demonstrate that, although the topic has been studied, there is still an area, a specific population, or a methodology that has not yet been addressed (this is the gap that justifies your project).
5. Write a section dedicated to the justification of your project. Argue the need to carry out the research by addressing at least two dimensions:
Social relevance/pertinence: Who benefits directly, and why is it important for society or the institution?
Theoretical/methodological value: What new knowledge does it contribute, or what innovative methodology will be applied?
6. Based on the contextualization and justification developed, formulate the research problem through:
Central question: A broad question that encompasses the main problem of your project.
Specific questions: Two or three questions that break down the central question into smaller, manageable components, guiding the phases of your research.
7. Ensure that the entire document complies with current APA citation and referencing standards.
8. Upload your work to the assignment inbox.
Product to be delivered:
Writing of the problem statement.


DENSE: ac760
TITLE: 2.1
COMMENTS: ac760
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.1.md
TEXT:
2.1 Activity. Resources diagram
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 1 de febrero de 2026, 23:59
In this activity, you will move from theoretical grounding to practical planning. You will visualize and organize the concrete elements that will make your project possible. The diagram will allow you to identify and relate all the inputs required for the implementation of the intervention.
Learning objective:
Classify the resources (didactic, technological, human, and financial) required for the proposal, detailing their essential characteristics and their specific function within the intervention.
Instructions:
1. Carefully read the following information:


DENSE: ac761
TITLE: 2.1
COMMENTS: ac761
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.1.md
TEXT:
3. Planificación y gestión de proyectos educativos innovadores utilizando las TIC. pp 29-43. In “Herramientas para la gestión de proyectos educativos con TIC”.
VII. Fase: Recursos (¿Con qué se va a hacer?). pp 18. In “Manual para el diseño de proyectos de gestión educacional”.


DENSE: ac762
TITLE: 2.1
COMMENTS: ac762 | QUESTION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.1.md
TEXT:
2.1 Activity. Resources diagram
2. Then, identify all the possible resources that will be essential to carry out your project.
INTEARNAL DICTIONARY
TRANSLATIONS
OFFICIAL DICTONARYS


DENSE: ac763
TITLE: 2.1
COMMENTS: ac763 | QUESTION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.1.md
TEXT:
3. Classify the identified resources into four main categories: didactic, technological, human, and financial.
1
2
3
4
5
6


DENSE: ac764
TITLE: 2.1
COMMENTS: ac764 | QUESTION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.1.md
TEXT:
4. Create a visual diagram that graphically organizes and relates the classified resources.
-------
AND FOR THE FLOWCHART WILL BE CREATE WITH DRAW IO
THIS WILL BE CREATE WITH CMAP


DENSE: ac765
TITLE: 2.1
COMMENTS: ac765 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.1.md
TEXT:
5. For each main resource in the diagram, include its specific function (its use within the intervention) and a brief justification (why it is needed).
1
2
34
5
6
7


DENSE: ac766
TITLE: 2.1
COMMENTS: ac766 | QUESTION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.1.md
TEXT:
6. Make sure the diagram shows the essential characteristics of each resource (e.g., if it is software, specify the type; if it is human, indicate the required role or specialty).
1
2
34
5
6


DENSE: ac767
TITLE: 2.1
COMMENTS: ac767
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.1.md
TEXT:
Evaluation criteria:
Criteria
Score
The diagram is clean and well organized, using visual elements (colors, shapes, lines) that facilitate quick understanding of the ideas.
35%
All identified resources are appropriately classified into the four required categories (didactic, technological, human, and financial), with sufficient variety in each group.
35%
The characteristics of each resource are included, and their functions are justified.
-----
7. Upload your diagram to the assignment inbox. If you created it using an online tool, paste the link in the corresponding text box.
Additional note:
For your work, we recommend some online tools to develop it creatively. Select the one that best suits your needs, or explore another tool of your choice:
Genially
Canva
Lucidchart
Miro
CmapTools
Product to be delivered:
Digital diagram.
Evaluation criteria:
Criteria
Score
The diagram is clean and well organized, using visual elements (colors, shapes, lines) that facilitate quick understanding of the ideas.
35%
All identified resources are appropriately classified into the four required categories (didactic, technological, human, and financial), with sufficient variety in each group.
35%
The characteristics of each resource are included, and their functions are justified.
25%
The activity is submitted within the established timeframe.
Total
100%


DENSE: ac768
TITLE: 2.1
COMMENTS: ac768
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.1.md
TEXT:
Resources:
UNESCO IIEP Oficina Regional para América Latina y el Caribe. (2007). Herramientas para la gestión de proyectos educativos con TIC. Recuperado de https://unesdoc.unesco.org/ark:/48223/pf0000158068
Castro Rubilar, F., & Castro Rubilar, J. (2013). Manual para el diseño de proyectos de gestión educacional (1.ª ed.). Universidad del Bio-Bío, Departamento Ciencias de la Educación. https://www.ubiobio.cl/miweb/webfile/media/378/MANUAL%20PARA%20EL%20DISE%C3%91O%20DE%20PROYECTOS%20DE%20GESTI%C3%


DENSE: ac769
TITLE: 2.2
COMMENTS: ac769
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.2.md
TEXT:
2.2 Activity. Resources justification
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 8 de febrero de 2026, 23:59
In this activity, you will move from visual planning to formal argumentation. You will argue the suitability and feasibility of the resources selected for your project. This exercise requires you to think strategically, justifying why the chosen inputs represent the best investment to ensure the success of your intervention.


DENSE: ac770
TITLE: 2.2
COMMENTS: ac770 | QUESTION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.2.md
TEXT:
2.2 Activity. Resources justification
abstract
VISUAL PLAMNING
THUS SUITABILIG
THE FEASIBITL
- THIS PROJECT IS FEASIBLE BECUASE IT USES ALREADY MADE STUFF
- THE DICTIONARYS IS CUSTOMAS AND ALWAYS UP TO DATE
Learning objective:
Argue the relevance and feasibility of the classified resources, supporting their selection based on the strategic contribution each one offers to the development and success of the intervention.
---
1
2
4
5
Instructions:


DENSE: ac771
TITLE: 2.2
COMMENTS: ac771 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.2.md
TEXT:
1. Revisit the resources you identified in the previous activity (didactic, technological, human, and financial).
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1
2
4
5


DENSE: ac772
TITLE: 2.2
COMMENTS: ac772 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.2.md
TEXT:
2. Create a list or table in which you note, next to each resource, the specific objective of your project that the resource helps to achieve.
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1
2
4
5


DENSE: ac773
TITLE: 2.2
COMMENTS: ac773 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.2.md
TEXT:
3. Then, write an argumentative text of at least one page (not including references) justifying the selection of your resources.
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1
2
4
5
ONE PGAE
MY SELCTIONS OF MYRESOUR WHERE E
BECUASE
1
2
3
4
5
67
8
9
10


DENSE: ac774
TITLE: 2.2
COMMENTS: ac774 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.2.md
TEXT:
4. Organize the text into four sections, one for each category of resource (didactic, technological, human, and financial).
SECTION 1
SECTION 2
SECTION 3
SECTION 4


DENSE: ac775
TITLE: 2.2
COMMENTS: ac775 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.2.md
TEXT:
5. Make sure to address two key elements in each section:
Relevance: Why are these resources the most appropriate for your project, and how do they contribute to achieving the objectives?
Feasibility: Why is it realistic and feasible to obtain and implement them (cost, access, time)?
----
GRADING CRITERIA
---


DENSE: ac776
TITLE: 2.2
COMMENTS: ac776
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.2.md
TEXT:
Evaluation criteria:
Criteria
Score
The justification demonstrates a direct link between the selection of resources and the achievement of the specific objectives of the intervention.
40%
The text is coherent, logical, persuasive, and clearly written.
35%
APA format is correctly applied in the overall document format, as well as in in-text citations and reference lists.
6. Ensure that the entire document complies with current APA citation and referencing standards.
7. Upload your work to the assignment inbox.
Product to be delivered:
Project progress: Chapter defining the type of product to be developed and justifying the resources based on the previous diagram and text.


DENSE: ac777
TITLE: 2.2
COMMENTS: ac777
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.2.md
TEXT:
Evaluation criteria:
Criteria
Score
The justification demonstrates a direct link between the selection of resources and the achievement of the specific objectives of the intervention.
40%
The text is coherent, logical, persuasive, and clearly written.
35%
APA format is correctly applied in the overall document format, as well as in in-text citations and reference lists.
20%
The activity is submitted within the established timeframe.
5%
Total
100%
Resources:
Resources throughout the module.


DENSE: ac778
TITLE: 2.3
COMMENTS: ac778
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.3.md
TEXT:
2.3 Integrative activity. Project progress — Product and resources
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 15 de febrero de 2026, 23:59
In this activity, you will integrate theoretical and resource planning into a formal progress report of your project. This document brings together the selection of the final product of your intervention with the justification of the resources, demonstrating that you have a well-founded and executable plan.
Learning objective:
Justify the selection and design of the final product by determining the adequacy and coherence of the resources required for its effective implementation.
Instructions:


DENSE: ac779
TITLE: 2.3
COMMENTS: ac779 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.3.md
TEXT:
2.3 Integrative activity. Project progress — Product and resources
1. Review the information consulted throughout the module.
2.3
OVERVIEW
ABSTRACT
REVIEW LESSON
S


DENSE: ac780
TITLE: 2.3
COMMENTS: ac780 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.3.md
TEXT:
2. Then, begin writing a new chapter for your project that focuses on defining the final product of your intervention and the required resources.
INTERVENTION
FINAL PRODUCTUN


DENSE: ac781
TITLE: 2.3
COMMENTS: ac781 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.3.md
TEXT:
3. In one section, describe the intervention product (e.g., course, platform, guide). Detail its main components, how it is organized, and its function.
---
QUICK ALPHABET DIAGNSOTIC S
QUICTNIETSS CHECK
QUICK TONGUE TWISTS
EASY TO READY POEM
PETER PIPERT PICK A PICKLED PICKLE


DENSE: ac782
TITLE: 2.3
COMMENTS: ac782 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.3.md
TEXT:
4. Briefly explain how the design of this product is directly grounded in the key theories you integrated into your theoretical framework.
---
THIS ARE ARE  PRODUCT DIRECOTY GROUNF BECUASE
2
3
4
5
6
---


DENSE: ac783
TITLE: 2.3
COMMENTS: ac783 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.3.md
TEXT:
5. In another section, justify the selection of resources. This justification should be based on the arguments developed in the previous activity (2.2 Activity: Resources justification).
---
1
2
3
4
5
6
---


DENSE: ac784
TITLE: 2.3
COMMENTS: ac784 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.3.md
TEXT:
6. Within this section, argue the adequacy (that the identified resources are sufficient for the creation and implementation of the product) and the coherence (that the resources are aligned with the design of the final product).
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1
2
3
4
5
6
---


DENSE: ac785
TITLE: 2.3
COMMENTS: ac785 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.3.md
TEXT:
7. Conclude the chapter by arguing the overall feasibility of the project, demonstrating that the relationship between the estimated costs (financial resources) and the scope of the product is realistic.
---
1
2
3
4
5
6
---


DENSE: ac786
TITLE: 2.3
COMMENTS: ac786
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\2.3.md
TEXT:
Criteria
Score
The progress report effectively and seamlessly integrates the product definition with the resource justification, demonstrating that the design is supported by resource planning.
25%
The described final product is consistent with the intervention objectives, and its design is clearly linked to the project’s theoretical framework.
25%
The resource justification is robust and demonstrates the sufficiency of the inputs for implementing the final product.
20%
The final product description is clear, and the feasibility argument shows that the project is realistic and executable.
APA format is correctly applied in the overall document format, as well as in in-text citations and reference lists.
8. Ensure that the entire document complies with current APA citation and referencing standards.
9. Upload your work to the assignment inbox.
Product to be delivered:
Project progress: Chapter on product and resources
Evaluation criteria:
Criteria
Score
The progress report effectively and seamlessly integrates the product definition with the resource justification, demonstrating that the design is supported by resource planning.
25%
The described final product is consistent with the intervention objectives, and its design is clearly linked to the project’s theoretical framework.
25%
The resource justification is robust and demonstrates the sufficiency of the inputs for implementing the final product.
20%
The final product description is clear, and the feasibility argument shows that the project is realistic and executable.
APA format is correctly applied in the overall document format, as well as in in-text citations and reference lists.
The activity is submitted within the established timeframe.
Total
100%
Resources:
Resources throughout the module


DENSE: ac787
TITLE: 3.1
COMMENTS: ac787
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.1.md
TEXT:
3.1 Activity. Definition of users and testing scenarios
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 1 de marzo de 2026, 23:59
In this stage of your project, you will establish the methodological basis for validating your intervention. The activity focuses on precisely defining who will participate in your project (user profile), where it will take place (testing scenario), and how participants will be selected (sampling). This rigorous definition is essential to ensure that the test results are valid and reliable.
Learning objective:
Establish the study population and application scenarios by applying selection criteria, in order to methodologically support the sampling process for project validation.
Instructions:
1. Carefully read the following information:
Capítulo 8. Selección de la muestra. pp 170-195. y Capítulo 13. Muestreo en la investigación cualitativa. pp 382-392. In “Metodología de la investigación”.


DENSE: ac788
TITLE: 3.1
COMMENTS: ac788 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.1.md
TEXT:
3.1 Activity. Definition of users and testing scenarios
2. Next, define the profile of the target users who will participate in your intervention test. Describe their demographic characteristics (age, educational level, etc.), technological aspects (access, digital skills), and the specific needs that the project will address.
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1
2
3
4
5
6


DENSE: ac789
TITLE: 3.1
COMMENTS: ac789 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.1.md
TEXT:
3. Define the application/testing scenario (technological intervention environment).
----
1
2
3
4
5
6


DENSE: ac790
TITLE: 3.1
COMMENTS: ac790 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.1.md
TEXT:
4. Specify the context (institutional, work-related, virtual) and the technical or environmental conditions under which the test will be conducted.
----
1
2
3
4
5
6


DENSE: ac791
TITLE: 3.1
COMMENTS: ac791 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.1.md
TEXT:
5. Identify the inclusion criteria (mandatory characteristics for a user to participate) and exclusion criteria (characteristics that prevent participation).
----
1
2
3
4
5
6


DENSE: ac792
TITLE: 3.1
COMMENTS: ac792 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.1.md
TEXT:
6. Based on the focus of your project and your accessible population, select the type of sampling you will use.
----
1
2
3
4
5
6


DENSE: ac793
TITLE: 3.1
COMMENTS: ac793 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.1.md
TEXT:
7. Finally, create a methodological sampling sheet that integrates the information from points 2 to 5.
----
1
2
3
4
5
6
---
---


DENSE: ac795
TITLE: 3.1
COMMENTS: ac795
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.1.md
TEXT:
Evaluation criteria:
Criteria
Score
The target user profile and the description of the application scenario are clear, complete, and consistent with the project objectives.
25%
The selected sampling type is appropriate for the project’s approach and is correctly justified with support from bibliographic references.
45%
The defined criteria are precise, logical, and allow for proper delimitation of the sample for validation.
20%
The technical sheet is clear and written concisely without spelling errors.
8. Ensure that the justification of your sampling is based on the inclusion/exclusion criteria you previously defined.
9. Upload your work to the assignment inbox.
Product to be delivered:
Technical sheet (Sampling sheet)
Evaluation criteria:
Criteria
Score
The target user profile and the description of the application scenario are clear, complete, and consistent with the project objectives.
25%
The selected sampling type is appropriate for the project’s approach and is correctly justified with support from bibliographic references.
45%
The defined criteria are precise, logical, and allow for proper delimitation of the sample for validation.
20%
The technical sheet is clear and written concisely without spelling errors.
The activity is submitted within the established timeframe.
Total
100%
Resources:
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, M. P. (2014). Selección de la muestra. En Metodología de la investigación (6.ª ed., pp. 170-195). McGraw-Hill Interamericana. https://apiperiodico.jalisco.gob.mx/api/sites/periodicooficial.jalisco.gob.mx/files/metodologia_de_la_investigacion_-_roberto_hernandez_sampieri.pdf
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, M. P. (2014). Muestreo en la investigación cualitativa. En Metodología de la investigación (6.ª ed., pp. 170-195). McGraw-Hill Interamericana. https://apiperiodico.jalisco.gob.mx/api/sites/periodicooficial.jalisco.gob.mx/files/metodologia_de_la_investigacion_-_roberto_hernandez_sampieri.pdf
ILIKESODAS


DENSE: ac796
TITLE: 3.2
COMMENTS: ac796
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.2.md
TEXT:
3.2 Activity. Evaluation and selection of data collection techniques
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 8 de marzo de 2026, 23:59
Once the sample has been defined, the next critical step is to decide how the necessary information will be collected to validate the intervention. This activity requires you to go beyond merely mentioning a technique; you must analyze, compare, and evaluate the reliability and relevance of various data collection methods, including those specific to the validation of technological products, in order to select the optimal method that ensures the achievement of your objectives.
Learning objective:
Assess the relevance and reliability of different data collection techniques to determine the optimal method that ensures the achievement of the research objectives.
Instructions:
1. Carefully read the following information:
Capítulo 9. Recolección de datos cuantitativos. In “Metodología de la investigación”.


DENSE: ac797
TITLE: 3.2
COMMENTS: ac797 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.2.md
TEXT:
3.2 Activity. Evaluation and selection of data collection techniques
2. Then, identify and select at least three data collection techniques that could be useful for validating your project (e.g., surveys, interviews, observation, usability tests, etc.). Make sure to include at least one technique that allows you to evaluate the user experience with the technological product.
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1
2
3
4
5
6
---


DENSE: ac798
TITLE: 3.2
COMMENTS: ac798 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.2.md
TEXT:
3. Based on this information, create a comparative table integrating the three selected techniques. You may use the following template: Comparative Table: Techniques.
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1
2
3
4
5
6
---


DENSE: ac799
TITLE: 3.2
COMMENTS: ac799 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.2.md
TEXT:
4. From the analysis of the table, determine the optimal method (the single technique or combination of techniques) that you will use for data collection.
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1
2
3
4
5
6
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DENSE: ac800
TITLE: 3.2
COMMENTS: ac800 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.2.md
TEXT:
5. Finally, write a justification (half a page to one page) formally supporting your choice of technique.
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1
2
3
4
5
6
---


DENSE: ac801
TITLE: 3.2
COMMENTS: ac801 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.2.md
TEXT:
6. Ensure that the entire document complies with current APA citation and referencing standards.
---
1
2
3
4
5
6
---


DENSE: ac802
TITLE: 3.2
COMMENTS: ac802 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.2.md
TEXT:
7. Upload your work to the assignment inbox.
Product to be delivered:
Comparative table and justification
Evaluation criteria:


DENSE: ac803
TITLE: 3.2
COMMENTS: ac803 | criteriax
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.2.md
TEXT:
Criteria
Score
Select at least three relevant techniques for your project, including one aimed at evaluating the user experience.
25%
Create a clear and complete comparative table, using appropriate criteria to analyze the selected techniques.
25%
Coherently determine the optimal method based on the comparative analysis.
15%
Write a solid, clear, and well-argued justification for the choice of method or combination of techniques.
APA format is correctly applied in the overall document and in in-text citations and reference lists.
The activity is submitted within the established timeframe.
Total
100%
Resources:
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, M. P. (2014). Capítulo 9. Recolección de datos cuantitativos. En Metodología de la investigación (6.ª ed., pp. 170-195). McGraw-Hill Interamericana. https://apiperiodico.jalisco.gob.mx/api/sites/periodicooficial.jalisco.gob.mx/files/metodologia_de_la_investigacion_-_roberto_hernandez_sampieri.pdf


DENSE: ac804
TITLE: 3.3
COMMENTS: ac804
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.3.md
TEXT:
3.3 Activity. Design and protocol of validation instruments
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 15 de marzo de 2026, 23:59
In this activity, you will move from theory to practice by constructing the actual tool you will use to measure the impact of your project. You will not only create the data collection instrument but also design the pilot test protocol, ensuring that its implementation is ethical, controlled, and that the data collected are reliable for validating your intervention.
Learning objective: 
Develop the instruments and design a detailed protocol to conduct the pilot test and collect validation data on the use and effectiveness of the intervention product.


DENSE: ac805
TITLE: 3.3
COMMENTS: ac805 | QUESTION-X
MARKDOWN: X
RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.3.md
TEXT:
3.3 Activity. Design and protocol of validation instruments
Instructions: 
1. Define which aspects of the technological product you wish to validate during the pilot test (e.g., usability, user experience, functional effectiveness, perceived usefulness).
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6
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DENSE: ac806
TITLE: 3.3
COMMENTS: ac806 | QUESTION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.3.md
TEXT:
2. Determine the type of data collection technique you will use according to the validation purpose (questionnaire, interview guide, checklist, usability test, etc.).
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1
2
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4
5
6
---


DENSE: ac807
TITLE: 3.3
COMMENTS: ac807 | QUESTION-X
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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\RESEARCH\3.3.md
TEXT:
3. Design the final data collection instrument, ensuring it includes:
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6
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    Objective of the instrument
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    Type of questions or items
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    Instructions for participants
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    Instructions for the administrator
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    Response scales, when applicable
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    Minimum considerations for validity and reliability according to the selected technique
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4. Develop a detailed protocol for conducting the pilot test, considering:
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    Step-by-step sequence of application.
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    Estimated duration and necessary conditions (location, environment, devices, internet connection, etc.).
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    Procedure for recording and storing data.
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5. Describe how the results of the pilot test will be used to adjust the instrument or improve the technological product before its final application.
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6. Integrate all elements into a single, clearly structured document.
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7. Review the document to ensure clarity, proper writing, methodological coherence, and correct use of APA format.
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8. Upload your work to the assignment inbox.
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Product to be delivered:
Final data collection instrument and pilot test protocol (application guide and logistics).
Evaluation criteria:
Criteria
Score
    Design a data collection instrument consistent with the objectives of validating the technological product.
30%
    Formulate questions, items, or elements of the instrument with clarity, relevance, and proper technical structure.
25%
    Develop a complete, detailed, and methodologically sound pilot test protocol.
20%
    Correctly include the logistical components of the protocol.
    Correctly apply APA format in the overall document and in in-text citations and reference lists.
    Submit the activity within the established timeframe.
Total
100%
Resources: 
    Resources throughout the module.


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TEXT:
Integrative project
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 12 de abril de 2026, 23:59
The educational intervention project is the central and culminating activity of the course. Throughout the course, you have progressively developed its essential components (problem statement, theoretical framework, resource definition, methodology, etc.). In this final activity, you will integrate and formalize all these advances into a complete final document and prepare a digital presentation to communicate your results and proposal.
Learning objective:
Design an educational intervention product by integrating the findings of the research conducted to create a proposal that is coherent with the identified needs.
Instructions:


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Integrative project 4.0
1. Integrate all the progress made on your educational intervention project throughout the course into a single final document. Ensure that each section previously developed is organized and cohesively presented.
1.2
1.3
2.1
2.2


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2. Review, adjust, and complete each section of the project to guarantee methodological coherence, conceptual clarity, and educational relevance. The document should include:
SECTIONS
Problem statement.
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4
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6


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3. Ensure that the document shows integration across all modules and reflects the application of the learning achieved throughout the course.
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4. Then, create a digital presentation that clearly and visually summarizes the main elements of your project.
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6


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5. Review the writing, spelling, format, and quality of both the document and the presentation before final submission.
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3
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5
6


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6. Upload your work to the assignment inbox. If you created your presentation using an online tool, paste the link in the corresponding text box.
2
3
4
5
6


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Additional note:
For your work, we recommend some online tools to develop it creatively. Select the one that best suits your needs, or explore another tool of your choice:
Genially
Canva
Gamma
Mentimeter
Prezi
Product to be delivered:
Educational Intervention project document and presentation
Evaluation criteria:
Criteria
Score
Integrates all sections of the project developed throughout the course in a complete and coherent manner.
20%
Presents a final document with logical structure, cohesion between sections, and methodological clarity.
20%
Supports the project through relevant theoretical, contextual, and methodological frameworks.
15%
Describes the methodology and data collection instruments, demonstrating academic rigor.
15%
Presents the design and development of the intervention product with pedagogical justification.
Creates a digital presentation that is organized, visually clear, and consistent with the written document.
Correctly applies APA citation and referencing standards.
Submits a document with proper writing, academic style, and attention to spelling and formatting.
Total
100%
Resources:
Resources throughout the course.


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3.3 Activity. Design and protocol of validation instruments
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 15 de marzo de 2026, 23:59
In this activity, you will move from theory to practice by constructing the actual tool you will use to measure the impact of your project. You will not only create the data collection instrument but also design the pilot test protocol, ensuring that its implementation is ethical, controlled, and that the data collected are reliable for validating your intervention.
Learning objective:
Develop the instruments and design a detailed protocol to conduct the pilot test and collect validation data on the use and effectiveness of the intervention product.
Instructions:
1. Define which aspects of the technological product you wish to validate during the pilot test (e.g., usability, user experience, functional effectiveness, perceived usefulness).
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6
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2. Determine the type of data collection technique you will use according to the validation purpose (questionnaire, interview guide, checklist, usability test, etc.).
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6
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3. Design the final data collection instrument, ensuring it includes:
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Objective of the instrument
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Type of questions or items
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Instructions for participants
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Instructions for the administrator
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Response scales, when applicable
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4
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6
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Minimum considerations for validity and reliability according to the selected technique
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5
6
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4. Develop a detailed protocol for conducting the pilot test, considering:
---
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2
3
4
5
6
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Step-by-step sequence of application.
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2
3
4
5
6
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Estimated duration and necessary conditions (location, environment, devices, internet connection, etc.).
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6
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Procedure for recording and storing data.
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6
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5. Describe how the results of the pilot test will be used to adjust the instrument or improve the technological product before its final application.
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5
6
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6. Integrate all elements into a single, clearly structured document.
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6
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7. Review the document to ensure clarity, proper writing, methodological coherence, and correct use of APA format.
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1
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3
4
5
6
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8. Upload your work to the assignment inbox.
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1
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3
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6
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Product to be delivered:
Final data collection instrument and pilot test protocol (application guide and logistics).
Evaluation criteria:
Criteria
Score
Design a data collection instrument consistent with the objectives of validating the technological product.
30%
Formulate questions, items, or elements of the instrument with clarity, relevance, and proper technical structure.
25%
Develop a complete, detailed, and methodologically sound pilot test protocol.
20%
Correctly include the logistical components of the protocol.
Correctly apply APA format in the overall document and in in-text citations and reference lists.
Submit the activity within the established timeframe.
Total
100%
Resources:
Resources throughout the module.


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TEXT:
1.2 Activity. Principles and criteria of assessment
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 18 de enero de 2026, 23:59
This activity will guide you in exploring the fundamental principles that ensure the quality of language assessments. By reviewing the readings, you will examine the concepts of validity, reliability, and practicality, and understand how they shape the design and implementation of effective evaluation tools. Through critical analysis, you will identify how these principles interact to support fair and accurate assessment practices.
Learning objective: 
To define the main principles and criteria for developing English language assessments in order to design effective and reliable instruments.
Instructions: 
    Read the assigned texts that explain the key principles of assessment: validity, reliability, and practicality. Identify the definition, purpose, and characteristics of each principle: Hughes, A. (2003). Testing for Language Teachers (2nd ed.). Cambridge University Press. (pp.26-52).


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UNIVES TEACHING 1.2
    Analyze how these principles interact and how they influence the creation, administration, and interpretation of assessment tools in language learning contexts.


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TEXT:
    Submit your comparative chart in the designated section of the platform.
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5
Product to be delivered
Comparative chart


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TEXT:
Evaluation criteria
Criterion
Score
    The comparative chart clearly demonstrates correct definitions, purposes, and characteristics of validity, reliability, and practicality.
40%
    The chart includes meaningful examples and clearly explains the implications of each principle for test design, showing the student’s ability to analyze and compare assessment criteria.
    The information is well-organized, clearly written, and presented in a coherent comparative format that allows easy interpretation of similarities and differences among the principles.
Total
100%
Resources: 
    Hughes, A. (2003). Testing for Language Teachers (2nd ed., pp. 26-52). Cambridge University Press. 
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This activity will guide you in exploring the fundamental principles that ensure the quality of language assessments. By reviewing the readings, you will examine the concepts of validity, reliability, and practicality, and understand how they shape the design and implementation of effective evaluation tools. Through critical analysis, you will identify how these principles interact to support fair and accurate assessment practices.
Learning objective: 
To define the main principles and criteria for developing English language assessments in order to design effective and reliable instruments.
Instructions: 
    Read the assigned texts that explain the key principles of assessment: validity, reliability, and practicality. Identify the definition, purpose, and characteristics of each principle: Hughes, A. (2003). Testing for Language Teachers (2nd ed.). Cambridge University Press. (pp.26-52).
    Analyze how these principles interact and how they influence the creation, administration, and interpretation of assessment tools in language learning contexts.
    Create a comparative chart that includes:
        The definition of each principle
        Its purpose within assessment
        Practical examples
        Key implications for test design
    Submit your comparative chart in the designated section of the platform.
Product to be delivered
Comparative chart


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RELATIVE_PATH: IMPORT\MARKDOWN\00-IMPORT\UNIVES\TEACHING\1.3.md
TEXT:
1.3 Integrative Activity. Why do we assess?
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 25 de enero de 2026, 23:59
This activity invites you to explore the essential reasons behind assessing student learning and the criteria that guide the creation of effective evaluation instruments. By reviewing the readings, you will identify key principles that support purposeful, fair, and meaningful assessment practices in English language learning. You will then apply this knowledge by designing an interactive infographic that visually explains why assessment matters and what criteria should be considered when developing assessment tools.
Learning objective: 
To define the key criteria for developing assessment instruments in order to design pertinent and effective evaluations for English language learning.
Instructions: 
    Read the assigned texts on assessment design, focusing on the criteria for developing effective evaluation instruments: Rukmini, D., & Saputri, L. A. D. E. (2017). The authentic assessment to measure students’ English productive skills based on 2013 curriculum. Indonesian Journal of Applied Linguistics, 7(2), pp. 263–273.


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TEXT:
    Pay close attention to concepts related to purpose, alignment, validity, practicality, and clarity. 


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TEXT:
    Identify the key reasons why assessment is essential in English language learning and the main criteria used to guide the development of assessment tools.


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TEXT:
    Design an interactive infographic that includes:
        A clear explanation of why we assess
1
2
34
5
6
        The essential criteria for designing effective English language assessments
    Use a digital tool of your choice (Canva, Genially, Piktochart) to create the infographic.
    Submit the final infographic in the designated section of the platform.


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TEXT:
Evaluation criteria
Criterion
Score
    The infographic presents information explaining why we assess and outlining essential assessment criteria.
50%
    Information is clearly organized, visually coherent, and easy to interpret; the design enhances understanding of the concepts.
    The infographic reflects an informed, purposeful synthesis of ideas.
Total
100%
Resources: 
    Rukmini, D., & Saputri, L. A. D. E. (2017). The authentic assessment to measure students’ English productive skills based on 2013 curriculum. Indonesian Journal of Applied Linguistics, 7(2), 263–273. https://doi.org/10.17509/ijal.v7i2.8128


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TEXT:
2.1 Activity. Platforms and assessment software
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer publicaciones en foro: 1
Por hacer: Recibir una calificación
This activity will introduce you to a variety of digital platforms and assessment tools used in English language teaching. By reading the assigned texts and conducting your own research, you will explore how these technologies support evaluation, feedback, and student engagement. You will compare different platforms and tools to understand their strengths, limitations, and potential uses in language assessment. Finally, you will organize your findings into an infographic that clearly presents how each digital resource can enhance learning outcomes and make the assessment process more efficient and interactive.
Learning objective: 
To provide examples of online platforms and assessment tools that can be used to evaluate learning outcomes, in order to make the teaching–learning process more efficient and engaging.


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Instructions: 
    Read the assigned texts on the use of digital platforms and online assessment tools in educational settings. Focus on how these technologies support evaluation, feedback, and student engagement:
        Changing assessment—Towards a new assessment paradigm using ICT
        Online assessment using different tools and techniques in higher education.
    Then, research and select at least three e-learning platforms (Moodle, Blackboard, Google Classroom) and three online assessment tools (Google Forms, Kahoot, Quizizz, Edmodo).
    Analyze each platform and tool by examining:
        Their main features
        Advantages for language assessment
        Limitations or challenges
        The type of feedback they provide
        Their potential to enhance interaction and learning outcomes
    Create an infographic resource that clearly summarizes your findings. You may use a digital design tool such as Canva, Genially, Piktochart, or any platform of your choice.
    Publish your infographic in the forum. Comment two of your classmates about the learning that their infographic taught to you.


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Product to be delivered
Infographic resource published on the forum and comment to classmate
Evaluation criteria
Criterion
Score
    The infographic includes information about each platform and tool, reflecting understanding of their features, benefits, and limitations.
30%
    The student analyzes each tool’s function, feedback type, and potential impact on language learning outcomes.
    The infographic is visually clear, well-structured, and easy to interpret, using design elements that support comprehension.
    The student publishes the infographic and provides thoughtful, reflective comments on two classmates’ posts, explaining what they learned from each and how it expanded their understanding.
Total
100%
Resources: 
    Redecker, C., & Johannessen, Ø. (2013). Changing assessment—Towards a new assessment paradigm using ICT. European Journal of Education, 48(1), 79–96. https://doi.org/10.2307/23357047
    Lopes, A. P., & Soares, F. (2022, July). Online assessment using different tools and techniques in higher education. In Proceedings of EDULEARN22 Conference (pp. 510–517). Palma, Mallorca, Spain: IATED. https://doi.org/10.21125/edulearn.2022.0157


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TEXT:
2.2 Activity. Integration of Multimedia Resources in Assessment
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer publicaciones en foro: 1
Por hacer: Recibir una calificación
This activity invites you to explore how multimedia resources can enrich assessment practices in English language learning. By reviewing the assigned readings and analyzing real examples, you will examine how elements such as video, audio, images, and interactive media enhance engagement, accessibility, and authenticity in evaluation tasks. Then, you will apply this understanding by designing a concept map or visual diagram that illustrates different ways multimedia can be integrated into formative and summative assessments. Sharing and commenting in the forum will allow you to learn from your peers’ perspectives and strengthen your understanding.
Learning objective: 
To explain how multimedia resources can be integrated into the assessment process in order to enhance the reach, engagement, and effectiveness of evaluation practices.


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TEXT:
Instructions: 
    Read the assigned texts that explain the role of multimedia resources in learning and assessment. Focus on how videos, audio clips, images, and interactive elements can enhance students’ engagement and performance:
        Introduction to multimedia learning.In Multimedia Learning, pp. 1–24. 
        A typology of Web 2.0 learning technologies.British Journal of Educational Technology, 46(4), 801–817.
    Explore examples of multimedia-based assessments on the web. 
    Analyze how these examples integrate digital media to evaluate language skills effectively. 
    Reflect on the benefits and challenges of using multimedia in assessments for English language learning. 
    Consider aspects such as accessibility, learner motivation, authenticity, and technological limitations.
    Create a concept map or visual diagram that illustrates different ways multimedia can be incorporated into both formative and summative assessments. Your diagram should:
        Highlight specific multimedia elements and explain their purpose in assessment
        Show how they support communicative skill development
    Use a digital tool (Canva, MindMeister, Coggle, Genially) to produce your concept map or diagram.
    Publish your final visual product in the forum. Comment two of your classmates’ visual product about the learning that their infographic taught to you.


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TEXT:
Product to be delivered
Concept map published on the forum and comment to classmates
Evaluation criteria
Criterion
Score
    The concept map clearly represents information about the role of multimedia in assessment and demonstrates a solid understanding of the readings.
50%
    The visual product is well-organized, easy to interpret, and uses multimedia elements creatively to convey ideas effectively.
    The student publishes their visual product and provides thoughtful, constructive comments on two classmates’ posts, reflecting meaningful learning gained from their work.
Total
100%
Resources: 
    Mayer, R. E. (2021). Introduction to multimedia learning. In Multimedia Learning (3rd ed., pp. 1–24). Cambridge University Press. https://doi.org/10.1017/9781009025917
    Bower, M. (2015). A typology of Web 2.0 learning technologies. British Journal of Educational Technology, 46(4), 801–817. https://doi.org/10.1111/bjet.12344


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TEXT:
2.3 Integrative Activity. Mobile Applications for Learning
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer publicaciones en foro: 1
Por hacer: Recibir una calificación
This activity will guide you in exploring how mobile applications can support and enhance learning assessment in English language contexts. By reviewing the assigned readings and analyzing a selection of mobile tools, you will evaluate their accessibility, ease of use, and data collection capabilities. Then, you will create a visual presentation that compares these applications and illustrates their potential for improving assessment practices. Sharing your work in the forum and interacting with your classmates will allow you to broaden your understanding and reflect on different perspectives.
Learning objective: 
To compare mobile applications for learning assessment by analyzing their accessibility, ease of use, and ability to collect and interpret results effectively.


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Instructions: 
    Review the assigned readings on mobile learning and digital assessment tools. Focus on the ways mobile technologies support evaluation, feedback, and accessibility.
    Explore and select at least four mobile applications commonly used for learning assessment (e.g., Socrative, Google Classroom, Quizizz, Kahoot). Make sure the apps you choose are relevant for English language learning contexts.
    Analyze each application using the following criteria:
        Accessibility: availability, device compatibility, and user access
        Ease of use: interface design, navigation, and learning curve
        Data collection capabilities: quality and type of feedback, analytics, reporting tools
        Compare the applications by identifying strengths, limitations, and potential uses for assessing English language learning.
    Create a presentation summarizing your analysis. Your presentation should:
        Clearly describe each app’s main features
        Explain how it supports assessment
        Highlight advantages and challenges
        Provide concrete examples of how it can be used in language evaluation
    Use a digital tool (PowerPoint, Google Slides, Canva, Prezi) to design your presentation.
    Publish your final visual product in the forum. Then, comment on two of your classmates’ posts, explaining what you learned from their presentations and how their analysis contributed to your understanding of mobile assessment tools.


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Product to be delivered
Presentation published on the forum and comment to classmates
Evaluation criteria
Criterion
Score
    The presentation demonstrates an analysis of each mobile application, addressing accessibility, ease of use, and data collection capabilities with appropriate detail.
40%
    The student effectively compares the apps, highlighting strengths, limitations, and potential uses in English language assessment, showing critical understanding.
    The presentation is well-organized, visually coherent, and easy to understand. Design elements support the communication of ideas and enhance readability.
    The examples and explanations clearly connect each tool to practical uses in evaluating English language learning, demonstrating relevance and pedagogical alignment.
    The student publishes the presentation and provides thoughtful, reflective comments on two classmates’ posts, explaining what they learned from each and how it expanded their understanding.
Total
100%


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TEXT:
3.1 Activity. Test and Questionnaire Development
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer publicaciones en foro: 1
Por hacer: Recibir una calificación
This activity will guide you through the process of designing an assessment aligned with a specific English language learning objective. You will create both objective and subjective test items that accurately reflect the skills and knowledge outlined in your chosen objective. Additionally, you will develop rubrics and rating scales to ensure fair, clear, and measurable evaluation of student performance. By sharing your assessment plan in the forum and reviewing your classmates’ work, you will strengthen your understanding of effective test design and gain new perspectives on assessment practices.
Learning objective:
To design an assessment aligned with a learning objective related to English language learning, and to develop relevant rubrics and rating scales to evaluate students' progress effectively.
Instructions:


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Read the assigned texts,  Chapter 3. Designing classroom language test. En Language assessment: Principles and classroom practices
Select one learning objective related to English language learning. Make sure it is specific, measurable, and appropriate for designing both objective and subjective test items.
Design a set of objective questions, such as multiple-choice, true/false, matching, or short-answer items. Create a set of subjective questions, such as open-ended prompts, essays, descriptions, or explanations. These questions should allow students to demonstrate deeper understanding and communicative competence.
Develop rubrics and rating scales to assess the subjective questions.
Include clear performance criteria
Define level descriptors (Excellent, Good, Needs Improvement)
Ensure each criterion is specific, observable, and measurable
Design scoring guidelines for the objective questions, ensuring accuracy and consistency in the evaluation process.
Organize all components into a complete assessment plan, including:
The selected learning objective
The objective and subjective questions
The rubrics and rating scales
Instructions for administration and scoring
Publish your complete assessment plan in the forum. Then, comment on two classmates’ assessment plans, describing what you learned from their design choices and how their approach expanded your understanding of assessment development.


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Product to be delivered
Assessment Presentation published on the forum and comment to classmates
Evaluation criteria
Criterion
Score
The test items and rubrics clearly align with the selected learning objective and accurately reflect its expected outcomes.
40%
Rubrics include specific, observable, and measurable criteria with clear performance levels that support fair evaluation
30%
The assessment plan includes all required components—objectives, questions, rubrics, scoring guidelines—and presents them coherently and professionally.
10%
The student publishes their assessment plan and provides constructive, reflective comments on two classmates’ plans, demonstrating engagement and peer learning.
20%
Total
100%
Resources:
Brown, H. D. (2004). Chapter 3. Designing classroom language test. En Language assessment: Principles and classroom practices (2nd ed.). Pearson Education.
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TEACHING 3.1
HOEMWORK START
-1
2020
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Design a set of objective questions, such as multiple-choice, true/false, matching, or short-answer items. Create a set of subjective questions, such as open-ended prompts, essays, descriptions, or explanations. These questions should allow students to demonstrate deeper understanding and communicative competence.
Develop rubrics and rating scales to assess the subjective questions.
Include clear performance criteria
Define level descriptors (Excellent, Good, Needs Improvement)
Ensure each criterion is specific, observable, and measurable
Design scoring guidelines for the objective questions, ensuring accuracy and consistency in the evaluation process.
1
2
3
4
BASED ON THE QESTION ABOVE EXPAND


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3.2 Activity. Performance-Based Assessment
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer publicaciones en foro: 1
Por hacer: Recibir una calificación
This activity will guide you in designing a performance-based assessment that reflects authentic use of the English language. By reviewing the assigned readings, you will identify the essential components of meaningful and measurable performance tasks. Then, you will create an integrative assessment product that evaluates multiple language skills and allows learners to demonstrate their abilities in real-world contexts. Sharing your design in the forum and reviewing your classmates’ work will help you deepen your understanding of authentic assessment practices and strengthen your ability to evaluate communicative competence effectively.
Learning objective:
To design an integrative product that allows for the assessment of students’ performance in English language learning, demonstrating their ability to apply knowledge and skills in authentic contexts.
Instructions:
Read the assigned texts on performance-based assessment and authentic tasks.Teaching to Support Student Performance on Tasks and Projects.Focus on identifying the characteristics that make a task authentic, measurable, and aligned with learning objectives.


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3.2 PERFOMANCE BASED ASSEMENT 
Select one English language learning objective that will guide the design of your integrative assessment product.
Design an integrative assessment product, such as:
A project
A presentation
A task-based portfolio
MY THING I OCHSE I S A TASK BASE DPORFTOLI A
INCLUDE THE
SPEAKING
WRITING
LISTENING
AND PRATICCING
A real-world communicative task
Your product should require students to demonstrate skills in speaking, writing, reading, and listening, as appropriate:
Define clear performance criteria for the assessment.
Include observable, measurable indicators that reflect the expected level of performance for each skill being assessed.
Describe the expected learning outcomes associated with your product.
Explain how the activity enables students to apply knowledge and skills in authentic contexts.
Explain the alignment between your integrative product, the performance criteria, and the course objectives.
Publish your integrative assessment product in the forum.
Then, comment on two classmates’ posts, explaining what you learned from their assessment design and how their work broadened your understanding of performance-based evaluation.


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Product to be delivered
Design of an integrative product published on the forum and comment to classmates
Evaluation criteria
Criterion
Score
The assessment product, performance criteria, and expected outcomes are clearly aligned with the selected English language learning objective.
40%
Criteria are specific, observable, measurable, and appropriately describe performance levels across the skills being assessed.
30%
The student publishes their assessment product and provides thoughtful, reflective comments on two classmates’ designs, demonstrating meaningful engagement and peer learning.
30%
Total
100%
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1
2
3
45
6
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Design an integrative assessment product, such as:
A project
A presentation
A task-based portfolio
A real-world communicative task
Your product should require students to demonstrate skills in speaking, writing, reading, and listening, as appropriate:
Define clear performance criteria for the assessment.
Include observable, measurable indicators that reflect the expected level of performance for each skill being assessed.
Describe the expected learning outcomes associated with your product.
Explain how the activity enables students to apply knowledge and skills in authentic contexts.
Explain the alignment between your integrative product, the performance criteria, and the course objectives.
Publish your integrative assessment product in the forum.
Then, comment on two classmates’ posts, explaining what you learned from their assessment design and how their work broadened your understanding of performance-based evaluation.
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TASK BASED PORTFOLI
A-Z
RANDOM WORD DAILY ACTIVITY
CAN START IN SPANISH
THEN TRNLATE TO ENGLISH
IN APLHBETICIAL ORDER
GUARDRAIL SYSTEM


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3.3 Integrative Activity. Developing a Rubric for an Integrative Assessment Product
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer publicaciones en foro: 1
Por hacer: Recibir una calificación
This activity will guide you in creating a rubric to evaluate the integrative assessment product you designed previously. By reviewing the assigned readings, you will identify the essential elements of an effective rubric, including clear criteria, performance levels, and descriptive indicators. Then, you will apply this knowledge to develop a rubric that evaluates multiple language skills and reflects authentic language use. Sharing your rubric in the forum and reviewing your classmates’ work will help you refine your understanding of performance assessment and strengthen your ability to design meaningful evaluation tools.
Learning objective:
To develop a comprehensive rubric for evaluating an integrative assessment product in English language learning, ensuring clear criteria for assessing multiple skills and performance outcomes.


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Instructions:
Review the assigned readings on rubric design, performance assessment, and evaluation criteria.
Retrieve the integrative assessment product you designed in Activity 3.2. This rubric must be aligned with that specific task and its learning objective.
Identify the key language skills your assessment product evaluates, such as speaking, writing, listening, and reading. Consider both the process (how learners complete the task) and the outcomes (quality of the final performance).
Define clear performance criteria that describe the essential components of successful performance for each skill assessed. Criteria must be specific, observable, and measurable.
Create a performance scale that includes at least three levels (Excellent, Satisfactory, Needs Improvement). Each level should include descriptive indicators that differentiate the quality of performance clearly and meaningfully.
Develop the complete rubric, ensuring it communicates how the task will be evaluated and supports authenticity, communicative competence, and real-life language use.
1.0 READING
FOR MY 3.2 ACTIVITY  I AD
UNIT 1
UNIT 2
UNIT 3
UNIT 4
Publish your rubric in the forum.
Then, comment on two classmates’ rubrics, explaining what you learned from their design choices and how their structure or criteria influenced your understanding of rubric development.
Product to be delivered
Integrative project’s rubric published on the forum and comment to classmates


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Evaluation criteria
Criterion
Score
The rubric aligns with the integrative assessment product designed in Activity 3.2 and reflects the intended learning outcomes. Criteria and performance levels are specific, observable, and measurable.
40%
The rubric includes performance levels with clear descriptors that differentiate levels effectively and support fair evaluation.
20%
The student publishes their rubric in the forum and provides thoughtful, reflective comments on two classmates’ rubrics, demonstrating understanding and constructive peer interaction.
40%
Total
100%
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TEACHIN G
3.3
HOMWEOREK
45
6
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Learning objective:
To develop a comprehensive rubric for evaluating an integrative assessment product in English language learning, ensuring clear criteria for assessing multiple skills and performance outcomes.
Instructions:
Review the assigned readings on rubric design, performance assessment, and evaluation criteria.
Retrieve the integrative assessment product you designed in Activity 3.2. This rubric must be aligned with that specific task and its learning objective.
Identify the key language skills your assessment product evaluates, such as speaking, writing, listening, and reading. Consider both the process (how learners complete the task) and the outcomes (quality of the final performance).
Define clear performance criteria that describe the essential components of successful performance for each skill assessed. Criteria must be specific, observable, and measurable.
Create a performance scale that includes at least three levels (Excellent, Satisfactory, Needs Improvement). Each level should include descriptive indicators that differentiate the quality of performance clearly and meaningfully.
Develop the complete rubric, ensuring it communicates how the task will be evaluated and supports authenticity, communicative competence, and real-life language use.
Publish your rubric in the forum.
Then, comment on two classmates’ rubrics, explaining what you learned from their design choices and how their structure or criteria influenced your understanding of rubric development.
Product to be delivered
Integrative project’s rubric published on the forum and comment to classmates
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RUBRIC DESING
PERMANO CANE ASSEMENT
EVUALTION CRITERS
RESUS 3.2 ACTIVIRTY
MUST ALING TO PREVOIS TASKS AND POINTS


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Final Product
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer publicaciones en foro: 1
Por hacer: Recibir una calificación
This final integrative activity will guide you in transforming your previously designed assessment system into a fully digital evaluation experience. By selecting an educational technology platform, you will adapt your test items, rubrics, and scoring procedures to create an interactive and functional online assessment. This task will allow you to demonstrate your ability to use technology meaningfully to support learning, feedback, and performance measurement in English language education. Sharing your work and engaging with your classmates will help you reflect on the effectiveness of your system and deepen your understanding of technology-enhanced assessment.
Learning objective:
To develop an assessment application system integrating assessment fundamentals and the use of technology to understand the design process of a comprehensive assessment project.
Instructions:


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Retrieve the assessment system you designed in the previous unit. This will serve as the foundation for building your digital evaluation project.
Select an educational technology platform to digitize your assessment system. You may choose Moodle, Google Classroom, Google Forms, Edmodo, Schoology, or any reliable online assessment tool that supports quizzes, rubrics, and feedback.
Adapt your assessment materials to the selected platform. This includes:
Uploading and organizing your test items (objective and subjective questions).
Integrating your rubrics and rating scales.
Setting up scoring systems, feedback options, and submission settings. Ensure all components align with the original learning objectives.
Design a complete digital evaluation project, showing how the assessment functions within the tool. Your project should allow students to interact with the assessment, receive feedback, and demonstrate English language learning outcomes.
Reflect on the effectiveness of your digital evaluation system. Write a brief reflection discussing:
The advantages and challenges of digitizing your assessment
How the tool supports accessibility, feedback, and data collection
What you learned during the adaptation process
Publish your digital project and reflection in the forum.
Then, comment on two classmates’ posts, explaining what you learned from their digital assessment designs and how their choices expanded your understanding of technology-enhanced evaluation.
Product to be delivered
Adapted Assessment Product, reflection published on the forum and comment to classmates


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Evaluation criteria
Criterion
Score
The digital version of the assessment reflects and supports the original learning objectives and intended outcomes.
15%
Test items, rubrics, scoring systems, and feedback mechanisms are accurately integrated into the selected platform and function effectively.
The project includes all required components, is structured, and demonstrates coherence between assessment elements.
The written reflection addresses challenges, advantages, learning outcomes, and insights gained from adapting the assessment to a digital environment.
The student publishes their project and provides thoughtful, constructive comments on two classmates’ posts, demonstrating meaningful interaction and peer learning.
Total
100%
Resources:
Andrade, H. L. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.


