Debate Rubric Name ___________________________

Criteria	Unacceptable (1 pt.)	Acceptable (2 pts.)	Target (3 pts.)
Curriculum Alignment	Insufficient evidence provided to indicate alignment of lesson topic with state standard.	Lesson topic aligned with state standard. Incomplete identification of the state standard.	Lesson topic aligned with state standard. Standard written in its entirety, and included the standard number.
Content Focus of Objectives	Most objectives tied to trivial information.	Attempt made to tie objectives to useful information; the connection needs to be stronger.	All objectives tied to information that is useful and transferrable.
Quality of Objectives	Most objectives not written clearly/lack specificity or difficult to measure.	Majority of objectives written clearly, were specific, can be measured.	All objectives written clearly, were specific, can be measured.
Introduction of Objectives	Objectives not introduced clearly.	Objectives displayed clearly or stated, but not both.	Objectives displayed clearly and stated at the start of the lesson, or as covered.
Impact of Lesson Set	Lesson set did not focus student attention on the topic, and/or students not engaged in the set.	Lesson set focused student attention on the topic; student engagement was adequate.	Lesson set focused student attention on the topic; students engaged actively.
Quality of Debate Resolution	There was not a good connection between the resolution and meaningful content.	The connection between the resolution and meaningful content was indirect.	The connection between the resolution and meaningful content was direct.
Selection of Resolution	Both sides did not have an equal shot at winning the debate since the resolution strongly favored one side.	The resolution slightly favored one team.	Both sides had an equal shot at winning the debate.
Quality of Instructional Procedures	Instructional procedures too sketchy and/or sequenced improperly.	Most instructional procedures contained adequate detail and/or sequence was proper.	Instructional procedures very thorough; sequenced properly.
Debate Format	The format was difficult to grasp, and/or not presented clearly to students.	Minor problems in format or minor problems occurred with respect to spotlighting the format.	Format well organized; presented clearly to students.
Debate Rubric	A clear rubric not presented before the debate and/or most criteria not clear to students.	A clear rubric presented before the debate; most criteria clear to students.	A clear rubric presented before the debate; all criteria used to judge the debate made clear to students.
Behavioral Expectations	Behavioral expectations not clear and/or rarely presented at the most appropriate time.	Clear behavioral expectations presented; not always presented at most appropriate time.	Clear behavioral expectations presented at the most appropriate time.
Monitors/Adjusts	Student behavior/understanding not monitored regularly, and/or most adjustments were not sound and/or timely.	Student behavior/understanding monitored regularly; most adjustments sound and/or timely.	Student behavior/ understanding monitored regularly; sound adjustments made in timely manner.
Research	Spoon feeding of information occurred during preparation. Critical thinking was limited.	Spoon feeding of information did not occur. Critical thinking was promoted most of the time.	Critical thinking was promoted during the gathering/analysis of research information.
Checks for Understanding	Failed to check for understanding at appropriate times, and/or the checks were not effective.	Most checks for understanding occurred at appropriate times, and/or the checks were effective.	Checked for understanding at appropriate times; the checks were effective.
Pacing	Time not used wisely. Key parts of the lesson rushed or dragged on too long.	Most of allotted time used wisely. Most transitions were smooth.	Time used productively to maximize student learning. Transitions were smooth.
Volume	Initial voice volume reflected timidity, and/or inappropriate fluctuations occurred during the lesson.	Voice volume was adequate. An acceptable level of confidence exhibited.	Initial voice volume reflected confidence. Volume remained at a comfortable level throughout the lesson.
Enthusiasm	Body language and/or voice reflected minimal interest and excitement about the lesson.	Body language and/or voice reflected adequate interest and excitement about the lesson.	Body language and voice reflected genuine interest and excitement about the lesson.
Audio/Visuals	At least one of the following occurred: Audio/Visuals failed to capture student interest, they did not support key points, or distractions occurred.	Audio/Visuals were adequate. They often captured student interest and/or supported key points. No sounds/graphics were distracting.	Audio/Visuals always captured student interest and supported key points. No sounds/graphics were distracting.
Student Involvement	Students were not actively involved as thinkers during most of the lesson.	Students were actively involved as thinkers during most of the lesson.	Students were actively involved as thinkers during the entire lesson.
Directions	Directions lacked clarity and/or several students were not paying attention when instructions provided.	Directions were adequate. Most of the time they were clear and/or most students were attentive to them.	Directions were very clear throughout the lesson. Student attention captured when directions provided.
Student Talk	Teacher talk dominated the lesson or student talk was not productive.	Equal amount of teacher talk and productive student talk.	Student talk exceeded teacher talk. Student talk was productive.
Use of Debate Rubric	Very limited review of criteria used to judge the debate and/or limited information provided concerning team strengths/weaknesses.	Adequate review of criteria used to judge the debate and/or information with respect to debate team strengths/weaknesses was adequate.	Sufficient review of criteria used to judge the debate; informed debate teams of strengths/weaknesses.
Lesson Closure	Amount of time set aside for review of objectives was too little or too much, and/or students not actively engaged in a check of their understanding.	Adequate amount of time set aside for review of objectives, and/or students actively engaged in a check of their understanding.	Appropriate amount of time set aside for review of objectives; students actively engaged in a check of their understanding.
Alignment of Homework	Homework not aligned well with the objectives.	Most of the assignment aligned with the objectives.	Homework aligned with the objectives.
Quality of Homework	Assignment provided for minimal practice or application of the learning that occurred in class.	Assignment provided for adequate practice or application of the learning that occurred in class.	Assignment promoted effective practice or application of the leaning that occurred in class.