George Mason University

Graduate School of Education

Teaching Excellence and Achievement (TEA) Program

ESL/EFL Research and Assessment

Fall 2009

Zulema Roque Delgado

Guatemala

Submitted to: Nora ElBilawi

November 2, 2009.

ASSESSMENT DESIGN PROJECT

For this project, I chose an activity that I have done with my students back home. I think it is

appropriate to help students develop communicative skills and critical thinking; besides,

according to what we have learned in class, it is all student-centered and helps develop the

interpersonal, intrapersonal, kinesthetic and linguistic intelligences, along with attitudes such

as respect and tolerance.

This activity is designed for mainstream 8th grade students.

Objectives:

Students will be able to:

Language objective: To use English to achieve academically in all content areas: Students will

use English to interact in the classroom

Content objective: To defend their point of view whether they agree or disagree on creating

mines in the highlands of Guatemala, after they have read news in favor and against it, and

after they have done some research on the subject.

Assessment tool:

Debate

Measurement instrument:

DEBATE RUBRIC

Name of students:

  Levels of Performance

Criteria 1 2 3 4

1. Organization and Clarity:

Viewpoints and responses are outlined both clearly and orderly.

Unclear in most parts

Clear in some parts but not over all

Most clear and orderly in all parts

Completely clear and orderly presentation

2. Use of Arguments:

Reasons are given to support viewpoint.

Few or no relevant reasons given

Some relevant reasons given

Most reasons given: most relevant

Most relevant reasons given in support

3. Use of Examples and Facts:

Examples and facts are given to support reasons.

Few or no relevant supporting examples/facts

Some relevant examples/facts given

Many examples/facts given: most relevant

Many relevant supporting examples and facts given

4. Use of Rebuttal:

Arguments made by the other teams are responded to and dealt with effectively.

No effective counter-arguments made

Few effective counter-arguments made

Some effective counter-arguments made

Many effective counter-arguments made

5. Presentation Style:

Tone of voice, use of gestures, and level of enthusiasm are convincing to audience.

Few style features were used; not convincingly

Few style features were used convincingly

All style features were used, most convincingly

All style features were used convincingly

 

   I chose this assessment tool (debate) because it is suitable to the topic and it helps my students not only to learn the information, but it also helps them develop a critical thinking and relate the information to their personal experience to make it more meaningful and long lasting. And for this, I chose this rubric as the measurement instrument to evaluate their performance in a more objective way, and they were informed in advanced of it so they knew what was expected from them; besides, since they have to come up with their arguments in groups, it is a good exercise for them to communicate and organize their ideas, as well as to focus on their presentation style as defined in the rubric.

/20 TOTAL