This presentation reflects on an instructional rubric created for an undergraduate academic debate course. The rubric was adapted from an existing model for formative feedback and assessment purposes. Key design features in relation to the teaching context are examined before discussing how the rubric was administered to provide performance benchmarks, communicate student progress, and support in-class activities. All analysis, interpretations, and suggested improvements derive from the presenter’s reflections, end-of-course survey data, and students’ informal feedback.