The contribution of the pedagogy to learning assessment through debate

Abstract

The paper attempts to contribute to pedagogical research on the issue of the learning assessment by teachers using regulated debate in curricular teaching by constructing an evaluation model that can actually be used in schools, particularly in primary schools and in universities. To this purpose, evaluation rubrics are proposed for the school that includes the usual indicators used in debate to identify the winners: content, style, and strategy, and for the university a rubric for evaluating the level of learning achievement according to the Dublin Descriptors.