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ERIC Number: ED254868
Record Type: RIE
Publication Date: 1984
Pages: 7
Abstractor: N/A
Reference Count: 0
The Accuracy of Peer Judgment of Debates in the Classroom.
Crocker-Lakness, Jim
Kentucky Journal of Communication Arts, v10 n1 p6-9 Fall 1984
Data were collected over a three-year period from 10 sections of an advanced public speaking course at a midwestern university in a study to determine (1) the extent to which debaters who are not ego-involved can accurately judge classroom debate speeches, and (2) the specific variables that affect this accuracy. All 10 sections were taught by the same instructor/judge. As part of the course, each student was required to speak in two debates, once as an affirmative speaker and once as a negative speaker. The course instructor/judge and two student debaters served as judges to evaluate each debate. The five-point rating scale (from poor to superior) for each of the six judgment criteria (analysis, reasoning, evidence, organization, refutation, and delivery) was retained as was the requirement that judges decide whether the affirmative or negative won the debate. Results showed that less ego-involved debaters showed significant moderate correlations with the judge's ratings. But the correlations were not high enough in comparison with other studies to conclude that debaters' judgments markedly improved when they were not ego-involved in the outcome of the debate or when they were judging classroom rather than tournament debates. Correlations of overall and specific criteria ratings were higher for negative debate speeches than for affirmative. The study concluded that student debaters did not have sufficient higher level cognitive awareness to enable them to evaluate the quality of a debate. (HOD)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A