Assessment tool: Debate
Type: summative
Grouping: individual, groups
Purpose: This tool will help teacher evaluate students' depth with the topic. It is designed to have them research, develop opinions or platforms, develop arguments supporting these and considering counter points for the topic.
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Rationale: This assessment gets students involved in the curriculum with some "hands on' activities. It provides the teacher with a comprehensive tool in which to measure understanding and critical thinking. It makes students extend their thinking beyond their own and has them formulate viewpoints counter to the one they are arguing. It can serve as a summary of themes and lessons in a unit. For example, to put Hamlet on trial for murder of Polonius. Is Hamlet mad or a cold blooded murder seeking revenge or was he justified as Claudius and Polonius were scrupulous individuals? Assessment for debates can be used with a rubric or by having a poll survey used to see if the "jurors' have been convinced. After this, teacher can ask jurors why they weren't convinced(peer assessment) and ask the participants what they felt they could have done differently(self-assessment).
21CLD connection: The research and preparation for a debate will require collaboration and communication on the part of students. Add to this, students can extend their debating skills outside the classroom by participating in debating clubs or debating competitions.
Example:
Grouping: individual, groups
Purpose: This tool will help teacher evaluate students' depth with the topic. It is designed to have them research, develop opinions or platforms, develop arguments supporting these and considering counter points for the topic.
,
Rationale: This assessment gets students involved in the curriculum with some "hands on' activities. It provides the teacher with a comprehensive tool in which to measure understanding and critical thinking. It makes students extend their thinking beyond their own and has them formulate viewpoints counter to the one they are arguing. It can serve as a summary of themes and lessons in a unit. For example, to put Hamlet on trial for murder of Polonius. Is Hamlet mad or a cold blooded murder seeking revenge or was he justified as Claudius and Polonius were scrupulous individuals? Assessment for debates can be used with a rubric or by having a poll survey used to see if the "jurors' have been convinced. After this, teacher can ask jurors why they weren't convinced(peer assessment) and ask the participants what they felt they could have done differently(self-assessment).
21CLD connection: The research and preparation for a debate will require collaboration and communication on the part of students. Add to this, students can extend their debating skills outside the classroom by participating in debating clubs or debating competitions.
Example:
Source: Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/debates/index.html