ERIC Number: ED319081
Record Type: Non-Journal
Publication Date: 1989-Aug
Reference Count: N/A
A Profile of CEDA Debate Critics.
Dudczak, Craig A.; Day, Donald L.
A study was conducted to develop a taxonomy of decision criteria employed by Cross Examination Debate Association (CEDA) debate critics. Four hypothesis characteristics were tested: (1) audience-centered critics would have a higher proportion of presentational remarks than analytic-centered critics; (2) audience-centered critics would devote a higher proportion of their ballots to critique than analytic-centered counterparts; (3) elimination round ballots for all critics would contain a higher proportion of decision criteria to critique than preliminary round ballots; and (4) elimination round ballots would have a higher proportion of substantive elements than preliminary round ballots. Subjects were 13 debate critics who had judged intercollegiate debate for fewer than 6 years. The study integrated structured data (questionnaires and template portions of debate ballots) with unstructured data (written portions of debate ballots and judging philosophies). Results of correlational analysis found only two instances of professed preference from the questionnaire corresponding with actual preferences and indicated that several clusters of ballot behavior were indicated by different paradigms. Results showed that philosophy statements were better predictors of both ballot behavior and survey responses than questionnaire responses. Support was not found for hypotheses one and two. Support was obtained for hypotheses three and four, indicating that critics reduce the amount of critique devoted to their written ballots in elimination rounds compared with the amount devoted in preliminary rounds. (Eight tables of data are included. Appendixes include the judging criteria questionnaire, coding categories for ballot comments, and judge philosophy coding categories. Twelve references are attached.) (MG)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A