Caroline Loveridge, Lesley Graham and Susan Lindsay College of MVLS, University of Glasgow

We designed and implemented a debate groupwork assessment in the first taught course of the MSc Precision Medicine programme. We had never used this type of assessment before but chose it as an alternative to more traditional assessments such as an essay, to help students build greater enthusiasm for the topic by fostering an authentic, engaging and active learning experience. We hoped this would translate to students performing better on the assessment and our view was that it would be a more enjoyable experience to mark.

Prior to the debates, we provided scaffolded student support, which comprised a series of tutorials and formative exercises (e.g. forum post of division of tasks and key topics). During the debate, students in their small groups delivered opening presentations of their cases (for/against) and then engaged in free-flowing debate before concluding their case. Finally, students wrote individual reflective accounts of their experience of the debate.

Collectively, it was highly rewarding for us as educators when marking the debate assessments to see students being autonomous and so actively engaged with a topic. In addition, the strength and depth of the students’ arguments was impressive as this exercise required them to consider multiple perspectives to have counterarguments to the opposing team. Not only did students perform well on this assessment, but it was encouraging to see from the students’ reflective writing entries that they clearly enjoyed and valued the debate experience with respect to learning critical thinking and team working skills. This confirmed our initial reasoning for using this type of assessment.

A debate assessment could be applied in any course, but we advise providing the scaffolded support to ensure students have a fulfilling experience. Ultimately, debate assessment helps support critical thinking, communication and deeper engagement with the topic.

References

Doody O, Condon M. (2012). Increasing student involvement and learning through using debate as an assessment. Nurse Educ Pract., 12(4):232-7. doi: 10.1016/j.nepr.2012.03.002. Epub 2012 Apr 3. PMID: 22475508. 

Omelicheva, M. Y., & Avdeyeva, O. (2008). Teaching with lecture or debate? Testing the effectiveness of traditional versus active learning methods of instruction. PS: Political Science & Politics, 41(3), 603-607. 

Snider, A., & Schnurer, M. (2002). Many sides: Debate across the curriculum. IDEA.