" For a scored discussion to work properly, students must be well prepared. This may include doing a practice discussion with students so that they understand the criteria for their grades. A practice discussion could ask students to spontaneously discuss a controversial issue within the school, such as whether the school should have a dress code. After the discussion, the teacher could tease out the positive aspects of the discussion and the negative aspects of the discussion, to come to a consensus as to what constitutes a good discussion and how the students will be marked.
For example, students might receive positive marks for demonstrating skills such as:
- stating a position
- providing evidence for a position
- challenging another student’s use of evidence
- linking the discussion to the course material
- inviting others into the discussion
- asking a question
- appearing to listen attentively
- responding to the comments of others
- building on the comments of others
- playing devil’s advocate
- disruptive interrupting
- monopolizing the discussion
- personal criticism
- irrelevant or distracting statements"
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I've seen a similar rubric on factchecked.org. I agree with most of them. However, the part about responding and building on comments should be defined relevant comments. If someone you are debating is making comments to distract the audience from the topic/idea then replying to it or building on it only perpetuates the diversion. You know how your roommate Mark has notecards, we should jot thiss rubric down to check ourselves after we debate.
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