Criteria for Debate Evaluation
Speech – 20 points
18-20
Delivery – smooth, practiced, seamless. The speaker is very confident and comfortable. There is considerable eye contact with the audience. The speaker uses all of the allotted time.
Argument – compelling, convincing, logical. The facts presented are relevant and clearly persuade the audience that the speaker is correct. Sophisticated, deep thought and organization are present.
15-17
Delivery – The speaker is still confident and comfortable, but may betray a hint of nervousness. Although basically in control, the speaker may rely a bit too much on notes. One or two gaps in speech are present. The speaker uses all the allotted time.
Argument – The audience is more or less persuaded to believe the speaker. Facts are relevant, but perhaps a bit too simplistic. No more than one clear hole in argument allowed.
12-14
Delivery – The speaker is nervous and seems somewhat uncomfortable. Little audience eye contact present. There may be several gaps in speech. The presentation seems unpracticed. The speaker uses all of the allotted time.
Argument – The speech makes several good points, but seems unconvincing on the whole. Argument has holes, some points seem irrelevant.
<12
Delivery – The speaker lacks composure and control. The presentation seems totally unpracticed. Speech is choppy, many uncomfortable gaps are present. Less that the full allotted time is used.
Argument – Very few relevant points are made. The speech seems illogical. Audience is unconvinced.
Questioning – 15 points
13-15
Relevance – The questioner asks pertinent questions that deal directly with the
speaker’s argument. The questions are concise and understandable. There should be a high degree of evidence that the questioner prepared for this portion of the debate.
Strength – The questioner exposes weaknesses in the speaker’s argument. The questions asked open up holes in the argument and clearly persuade the audience that the questioner is correct.
Control – The questioner asks sophisticated and organized questions that allow for command of this portion of the debate. The questioner is confident and comfortable and through excellent questioning skills maintains control and uses all of the allotted time.
10-12
Relevance – The questioner asks good questions but they are somewhat off target with regard to the speaker’s argument. The questions are a little confusing and there is some evidence of preparedness.
Strength – The questioner exposes a weakness in the speaker’s argument. The audience is only slightly convinced that the questioner is correct.
Control – The questioner does not maintain total control of this portion of the debate. The questions asked are strong, but allow the speaker to maintain some control. The questioner uses all of the allotted time.
<10
Relevance – The questioner asks totally random and irrelevant questions. The questions are confusing and there is little evidence of preparedness.
Strength – The questioner does not expose any weaknesses in the speaker’s argument. The audience is not convinced that the questioner is correct.
Control – The questioner does not command this portion of the debate. Control is in the corner of the speaker and all of the allotted time is not used.
Response – 15 points
13-15
Content – Student is well-versed in the topic. All questions are answered with substantial support. Answers are relevant and demonstrate complete understanding of subject.
Composure – Student is calm and collected. No signs of panic or discomfort are evident. No large pauses or stalling occurs. Student yields when another question is asked.
10-12
Content – Student competently answers most of the questions. Answers betray a satisfactory understanding of the subject.
Composure – Student appears slightly uncomfortable. One long pause may be observed. No stalling occurs. Student yields when another question is asked.
<10
Content – Student reveals a lack of understanding of subject matter. Answers are incomplete or irrelevant.
Composure – Student shows many visible signs of stress. Long pauses occur between question and response. Student may attempt to stall to waste the questioner’s time. Student may refuse to yield the floor when the questioner proceeds.