@article{oai:icu.repo.nii.ac.jp:00004970,
 author = {Lesley, Jamie},
 journal = {語学研究},
 month = {Jan},
 note = {This paper reflects on the design and use of an instructional rubric
administered in an academic debate course as part of the first-year
undergraduate EFL curriculum at a private bilingual university in Tokyo. In
the absence of any existing materials, a rubric with descriptors for five criteria
was introduced to guide student understanding of performance targets and help
students prepare and review their debates in relation to established standards of
quality. In this way, the rubric was a planning and rehearsal tool for students,
as well as a primer for formative feedback operationalised through selfassessment, peer-reflection, and teacher-fronted input. The paper provides an
explanation of those processes by examining the rubric’s key features and the
model upon which it is based, and reviewing how the rubric was used. It ends
with suggestions for improving the design and application of the rubric in
future iterations of the same or similar debate courses by using video
technology with a revised course and modular structure.},
 pages = {50--63},
 title = {Reflections on Designing and Using an Instructional Rubric in Support of an Academic Debate Course},
 volume = {35},
 year = {2020}
}