1. 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.

2. 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

3. 1. Organization and Clarity: Unclear in Clear in some Most clear and Completely clear
most parts parts but not orderly in all and orderly
Viewpoints and responses are over all parts presentation
outlined both clearly and orderly.
2. Use of Arguments: Few or no Some relevant Most reasons Most relevant
relevant reasons given given: most reasons given in
Reasons are given to support reasons given relevant support
viewpoint.
3. Use of Examples and Facts: Few or no Some relevant Many Many relevant
relevant examples/facts examples/facts supporting
Examples and facts are given to supporting given given: most examples and
support reasons. examples/facts relevant facts given
4. Use of Rebuttal: No effective Few effective Some effective Many effective
counter- counter- counter- counter-arguments
Arguments made by the other arguments arguments arguments made
teams are responded to and dealt made made made
with effectively.
5. Presentation Style: Few style Few style All style All style features
features were features were features were were used
Tone of voice, use of gestures, used; not used used, most convincingly
and level of enthusiasm are convincingly convincingly convincingly
convincing to audience.
TOTAL /20
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.