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iRubric: Debate rubric

iRubric: Debate rubric

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Debate

  Derived from rubric: Debate
built by NGHSHOSA

Rubric Code: PX9X28B
Students will be assigned a side not of their choosing to argue in a debate. Students will develop, research, prepare and ultimately defend their position against the opposing side. Students will be graded in these area: 1) Organization and Clarity, 2) Use of Argument, 3) Use of evidence, 4) Use of Rebuttal, 5) Presentation Style
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Keywords: (None)
Categories: Subjects: History   Medical  
Types: Project   Presentation  
Grade Levels:

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Student selected topics
  Superior
9 pts
Adequate
7 pts
Minimal
5 pts
Inadequate
2 pts
Organization and Clarity
20 % Viewpoints and responses are outlined both clearly and orderly
Superior

The organization of the message enables understanding of the sequence and the relationships of ideas by using organizational aids such as announcing the topic, previewing the organziation, using transitions, and summarizing.
Adequate

The organization of the message is not difficult to understand; there is logical sequence and relationships among the ideas in the message. No assumptions have to be made about the sequences and relationship of ideas.
Minimal

The organization, the sequence and the relationships among the ideas in the message are difficult to understand. Some assumptions have to be made about the sequences and relationship of ideas.
Inadequate

The message is so disorganized that you cannot understand most of the message.
Use of Argument
20 % Reasons are given to support viewpoint
Superior

The student understands significant ideas relevant to the issue under discusion. The student correctly uses terminology, identifies pieces of information required to make a point, and demonstrates important distinctions of the student's argument.
Adequate

The student understands ideas relevant to the issue under discussion. The information and knowledge are accurate but the student does not elaborate.
Minimal

The student's ideas are reasonably clear, but the audience needs to make some guesses as to what the student meant.
Inadequate

The student struggles to provide ideas or support for ideas. The student has difficulty understanding themes and distinguishing main ideas and supporting details. Terminology is used incorrectly.
Use of Evidence
20 % Examples and facts are given to support reasons
Superior

The student provides little relevant information. The students use opinions with no evidence. The student provides a variety of types of content appropriate for the question, such as generalizations, details, examples, and various forms of evidence. The speaker adapts the content in a specific was to the listener and the question.ence.
Adequate

The student distinguishes fact from opinion and stays focused on the question using appropriate facts and evidence.
Minimal

The student generally distinguishes fact from opinions but jumps randomly form one aspect of an issue to another using little factual evidence.
Inadequate

The student provides little relevant information. The students use opinions with no evidence.
Use of Rebuttal
20 % Arguments made by the opposing side are responded to and dealt with effectively
Superior

The student provides a variety of types of content appropriate for the question, such as generalizations, details, examples, and various forms of evidence. The speaker adapts the content in a specific was to the listener and the question.
Adequate

The student provides enough content to meet the requirements of the question. The speaker sticks to the topic and adapts the content in a general way to the listener and the question.
Minimal

The student does not provide enough content to meet the requirement of the question. The speaker wanders off the topic and adapts poorly to the listener and the question.
Inadequate

The student focuses primarily on irrelevant content. The speaker appears to ignore the listener and the question.
Presentation Style
20 % Tone of voice, use of gestures, and level of enthusiasm are convincing to the audience
Superior

The volume varies to add emphasis and interest. Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."
Adequate

The volume is not too low or too loud. The pronunciation and enunciation are clear. The speaker exhibits few disfluencies, such as "ahs," "umhs'" or "you knows."
Minimal

The volume is too low or too loud. The pronunciation and enunciation are unclear. The speaker exhibits many disfluencies, such as"ahs," "umhs," or "you knows."
Inadequate

The volume is so low that you cannot understand most of the message. The pronunciation and enunciation are so unclear that the message can not be understood.



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