A debate is a structured discussion where students argue for or against a proposition or position. It is particularly useful for assessing students’ ability to analyze information, construct evidence-based arguments, evaluate opposing viewpoints, and communicate persuasively.
- Purpose of assessment
- Application | Collaboration | Skills | Understanding
- Mode of assessment
- Oral | Presentation
- Assessment environment
- On campus | Secure setting
- Group size
- Small | Medium
- Assessment duration
- Medium| Long
Step-by-step plan
Step 1: From learning objectives to assessment
Determine whether the chosen form of assessment matches the knowledge and/or skills you aim to measure, as described in your learning objectives.
Step 2: Assessment matrix
Define the assessment criteria and determine how they are distributed across the learning objectives. Ensure this distribution aligns with the weighting in your assessment plan. Indicate how many points each criterion is worth. Make sure the cognitive level of each criterion matches the level of the corresponding learning objective, never exceeding it. Lower-level criteria are allowed, as long as they still measure the intended learning outcomes.
Step 3: Create the rubric
Develop a grading rubric that translates assessment criteria into observable performance. Choose a type that fits the assignment and purpose (e.g., holistic, analytic, single-point). A clear rubric ensures transparency for students and consistent grading, and can be refined iteratively to align with learning objectives. Think about how individual contributions and team performance will be evaluated.
The debate often revolves around the ability to defend a point of view. Ensure that this is also the focus of the debate and the assessment.
Make it clear exactly what aspects you are assessing in a debate: for example, is it the accuracy of the arguments, or is it the tone and professional attitude within the debate?
Step 4: Select a proposition/topic
Choose a focused, relevant, and debatable topic connected to course content. Ensure the topic is appropriate for the students’ level and allows for multiple perspectives. You might want to choose several propositions/topics so that you have back-up propositions/topics when needed.
Step 5: Organize teams and roles
Divide students into teams (pro vs con). Assign roles such as speaker, researcher, or moderator if desired. For larger classes, you can consider running multiple smaller debates in parallel.
Step 6: Allow preparation time for students
Give teams time to research, organize arguments, anticipate counterarguments, and plan speaking order. Optionally, you can offer practice debates.
Step 7: Conduct the debate
Facilitate the debate with clear timing rules. Ensure all students have the opportunity to speak and respond. Establish clear speaking order, time limits, and turn-taking procedures.
Explain expectations for respectful communication and evidence-based arguments.
Make sure there is a safe environment while conducting the debate.
Step 8: Assess performance
Use the rubric to score teams or individuals, considering both argument quality and delivery. Include peer evaluation if relevant. It can be helpful to take notes during the debate to give students qualitative feedback afterward.
Ensure that you clearly communicate to students what exactly is being assessed. Also ensure that you have clear grading criteria for this and, in the case of multiple assessors, that the grading criteria are interpreted in the same way (and that the weighting of the criteria is distributed in the same way).
Step 9: Debrief and reflect
Provide feedback on strengths and areas for improvement, for example in argument quality, delivery and teamwork. Encourage students to reflect on their argumentation, reasoning, and collaboration. Discuss strategies for improvement.
Step 10: Evaluate and refine the assessment method
After the debate, review what worked and adjust future debates for timing, topic clarity, or grading.
Reliability
- Include clear criteria in the rubric and calibrate this with colleagues.
- Consider recording debates or multiple assessors on site to reduce subjectivity in grading the debates.
Transparency
- Share rules, rubric, roles, and speaking order in advance.
- Model a strong debate.
- Clarify how participation, argument quality, and teamwork are graded, and whether it’s an individual or group score.
Practicality
- Limit team sizes and set strict timing rules so that every student has a chance to contribute. For larger groups, you can consider running multiple debates in parallel or recording sessions to assess them later.
Engagement with (Gen)AI
- Clarify allowed AI use (e.g., brainstorming or research only) and stress that overreliance can leave students unprepared to respond in real time.
Inclusivity
- Set norms for respectful language and listening.
- Rotate roles so all students can present, rebut, or moderate.
- Provide alternatives (written arguments, pre-recorded videos, or moderated participation) for students with disabilities or language barriers.
- Oxford-Style Debate: Formal, with opening statements, timed speeches, rebuttals, closing remarks, and an audience vote at the end.
- Panel Debate: Several groups represent different perspectives, with audience questions.
- Role-Based Debate: Students adopt the roles of stakeholders (e.g., policymaker, researcher, citizen) and argue from that perspective.
- Fishbowl Debate: Small group debates while others observe, then rotate roles.
- Online/Virtual Debate: Conducted via video conferencing, with digital tools to manage timing and turn-taking.
- Speed Debate: Short, timed rounds focusing on quick argumentation and rebuttals.
