This document contains two rubrics: one for assessing student debates, and one for self-assessment. The debate rubric evaluates students on their understanding of the topic, respect for other teams, strength of rebuttals, and argument organization. The self-assessment rubric contains 10 criteria for students to rate themselves on skills and participation related to understanding color meanings, using new vocabulary, active participation, and valuing their group work.

1. Teacher’s assessment. Let’s debate
This is a rubric for an activity in which students have to debate
ACTIVITY:
Let’s debate
40 30 20 10
NAME: NAME: NAME: NAME:
Understanding
the topic
The team clearly
understood the topic
in‐depth and
presented their
information forcefully
and convincingly.
The team clearly
understood the topic
in‐depth and
presented their
information with
ease.
The team seemed to
understand the main
points of the topic
and presented those
with ease.
The team did not
show an adequate
understanding of the
topic.
Respect for
other team
All statements, body
language, and
responses were
respectful and were
in appropriate
language.
Statements and
responses were
respectful and used
appropriate language,
but once or twice
body language was
not.
Most statements and
responses were
respectful and in
appropriate language,
but there was one
sarcastic remark.
Statements,
responses and/or
body language were
consistently not
respectful.
Rebuttal
All counter‐
arguments were
accurate, relevant
and strong.
Most counter‐
arguments were
accurate, relevant,
and strong.
Most counter‐
arguments were
accurate and
relevant, but several
were weak.
Counter‐arguments
were not accurate
and/or relevant
Organization
All arguments were
clearly tied to an idea
(premise) and
organized in a tight,
logical fashion.
Most arguments were
clearly tied to an idea
(premise) and
organized in a tight,
logical fashion.
All arguments were
clearly tied to an idea
(premise) but the
organization was
sometimes not clear
or logical.
Arguments were not
clearly tied to an idea
(premise).
TOTAL: ____ /16

2. He/she has been responsible
and has successfully develo-
ped his work
He/she has participated actively
He does the work
on time
He has made the
decisions according
to the whole team
He/she use the new
vocabulary
He/she identify the use of a
colour in advertisement
0
1
2
3
4
5
PEER AVALUATION
Student: __________________________
Student: ___________________________
Student: ___________________________
Student: ___________________________
Indicate the colour of each student in the group and
mark the score on the target with that colour.

3. SELF-ASSESSMENT This rubric is for students. They can appreciate their work and if they have learnt something new.
Name:____________________________
YES
3
ALMOST
ALWAYS
2
HARDLY
EVER
1
NO
0
Why did you give yourself that score?
How can you improve it?
You can write on the other side of the page, if you need more space
1. Could you speak about the meaning
of a colour in an advertisement?
2. Could you say the different meaning
of white colour in other cultures?
3. Could you apply, correctly, a colour
with a communicative goal?
4. Could you identify the use of a colour
in advertisement?
5. Have you learnt something new
about colour?
6. Have you learnt new vocabulary?
7. Have you argued using the new
vocabulary?
8. Have you participated actively in the
activities?
9. Have you participated actively in the
group?
10.Value your work in the group
TOTAL ___ /3

4. 9. Have you participated
actively in the group
10. Value your work
in the group
1. Could you speak about the meaning of
a colour in an advertisement?
2. Could you say the diffe-
rent meaning of white
colour in other cultures?
3. Could you apply,
correctly, a colour with a
communicative goal?
4. Could you identify
the use of a colour in
advertisement?
5. Have you learnt something
new about colour?6. Have you learnt new
vocabulary?
7. Have you argued using
the new vocabulary?
8. Have you participated
actively in the activities?
0
1
2
3
SELF-ASSESSMENT
Student: __________________________