Debate

A debate assessment might take slightly longer to prepare than more traditional forms and can require Olympic-standard organisational skills, but for the Nursing team the upside is positive engagement from students and a tangible ‘buzz’ on the day of the debates.

The assessment is briefed right at the start of the module, with students quickly introduced to the idea through light-hearted, relatable debates to acquaint them with the process and build confidence. For example, this house believes that cats are better than dogs or apple is better than android. Subject-related debate practice follows later, supported by one hour assessment preparation time halfway through the module where student questions and concerns are addressed, and tutors focus student attention on how to evidence module learning outcomes (LOs) through the debate process.

Tutors choose the debating teams, putting students in groups of six; three for and three against. The group of 6 choose a topic from a list provided by the teaching team (each topic must have a clear ‘for’ and ‘against’), however free choice of topic is considered as long as it offers opportunity to meet the learning outcomes and demonstrate the evidence-base and supporting research. The groups then work in teams of three to develop a ‘for’ or ‘against’ argument; tutors don’t get involved in team politics or disagreements, encouraging the teams to resolve any differences themselves. Collaborate rooms are set up to facilitate team working.

On the day, at least one and a half hours per debate is required, allowing time for 10 minutes per student speech (strictly enforced) and staff marking. (Any student with an AIR form stating that extra time is needed has an additional 25% time.) At least two tutors are in attendance, one of whom reads a ‘fit to sit’ declaration, introduces the debate topic and invites an initial vote from the audience comprised of all the other debating teams. It’s good to have the External Examiner in attendance too, if possible. Debating students are not permitted to bring a script, only reference lists consisting of maximum two sides of A4 which they must submit the night before. No new notes are permitted after submission, and markers compare hard copy reference lists brought on the day with the submitted version to ensure there have been no additions.

Each speaker should have two points to discuss to support the LOs, and they can rebut points made by other speakers. The final speaker summarises (typically students are more nervous of this role), during which they cannot introduce new arguments but can present new evidence in support of points already made. At the end of the debate the audience is invited to ask questions (one question only per audience member). There is usually silence at this point, so staff members ask a question! They might also ask the audience to vote again having heard the arguments and invite feedback about if/why voting position might have changed.

Grades are usually released in seven days. If a resit is required, students stick to the same topic and role, re-submit a reference list and deliver their speech to two members of staff.

So, for the Nursing team debates are an authentic way to develop important skills for professional practice (critical thinking, collaboration, communication …) and build confidence in constructing and defending an argument.