Structured controversy - they're also popular as a didactic tool, where they can take different formats. The references below describes some of these, e.g.

"# Conduct the controversy:

* Plan positions.
* Present positions.
* Argue the issue.
* Reverse positions and argue the issue from those perspectives.
* Reach a decision."

http://olc.spsd.sk.ca/DE/PD/instr/strats/structuredcon/index...

See also,

http://www.learner.org/channel/workshops/civics/workshop7/le...

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Note added at 12 mins (2007-04-23 08:23:10 GMT)
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A "structured debate" might also cover this, but you would probably have to explain how it was structured.

[Apologies for typo: that should, of course, be "describe"!]

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Note added at 1 hr (2007-04-23 09:20:51 GMT)
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Another example:

"n a structured controversy, students are asked to research an issue from at least 2 points of view and to be prepared to defend each. On the day of the class, groups are formed and a 'debate' takes place. Later, students are switched, often into new groups, and asked to defend the alternate position. The purpose of the exercise is to give students a practical opportunity to apply the theory contained in the assigned readings for this session."

ref. http://www.commerce.usask.ca/faculty/backman/mba867/structur...

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Note added at 1 hr (2007-04-23 09:32:07 GMT)
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Switch / change sides debate is another alternative:


Our students participate in “policy debate,” a two-on-two format that focuses principally on questions of public policy. Students “switch-sides,” meaning that in a typical tournament with eight preliminary debates each team is assigned to debate on the “affirmative” four times and on the “negative” four times. The objective of this format is to teach argument skills, not ideology. Accordingly, students learn to defend some positions they may personally agree with and some with which they differ. Whatever your chosen profession – business, law, the academy – you will need the skills required to articulate a well considered and well developed position. Our objective is to provide you with the skills required to defend a strong case in whatever advocacy situation you may confront.

ref. http://www.debate.northwestern.edu/faq/

However, re-reading the Dutch article it seems that the US/UK equivalents are more structured, where teams have to switch to defending the alternative, whereas the Dutch version is less structured allowing participants to change sides if they wish. You might need to retain the Dutch with an explanation!

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Note added at 1 hr (2007-04-23 09:49:20 GMT)
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A pretty unusual format as acknowledged by one of the (very) few Dutch articles available (http://www.daltonvoorburg.nl/activiteiten/debatteren/haganum...

As I said previously, perhaps you need to retain the Dutch with an explanation.