A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills

Deane, Paul; Yi, Song

doi:10.1016/j.pse.2014.10.001

Cited by 52 publications

(30 citation statements)

References 41 publications

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“…The results of this study prove that teaching students to argue is not an easy matter, because many students and even adults have difficulty to distinguish what arguments and what are the reasons, Students often fail to identify parts of the argument such as problem formulation, reasoning, and evidence, or unable to present it in class discourse [36][37][38]. Efforts to stimulate the practice, skills and understanding of arguments in learning take a long time, through habituation and should be sustainable [39,40], however, it also has not ensured that students are willing and able to develop the practice of argumentation in all of the material they get [24,41,42] so it needs an integrative and continues efforts to familiarize students to argue.…”

Section: Results and Disscussionmentioning

confidence: 99%

Tracing the Development of Student's Argumentation in Science Classroom: Knowledge Acquisition and Motivation

Probosari¹,

Widyastuti²,

Sajidan³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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This empirical study on 4th-semester students' argumentation performance in biology education program is reported. This research aims to find out how was the students constructing and building their own argument in many scientific cases, the way they reform knowledge and maintain their motivation related to their community. Through a classroom research, argumentation skills such as how they declare claim, find the data, build the reason and justify their point of view were analyzed. An intervention was done to foster their argumentation, specifically in strengthen their prior knowledge through reading science text. The results showed that the argumentation process and products increased as they experienced in citing research article and doing scientific communication in the class. The implication for best practice in teaching scientific argumentation is discussed.

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Section: Results and Disscussionmentioning

confidence: 99%

Tracing the Development of Student's Argumentation in Science Classroom: Knowledge Acquisition and Motivation

Probosari¹,

Widyastuti²,

Sajidan³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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show abstract

“…Manusia menggunakan argumen pada kehidupannya sebagai dasar dalam melakukan pemaparan, negosiasi, debat, konsultasi dan menyelesaikan beda pendapat (Deane, 2014), misalnya bagaimana mahasiswa berargumentasi dalam diskusi kelas tentang materi tertentu. Argumentasi merupakan hal yang sangat krusial dalam membentuk pemikiran kritis dan pemahaman mendalam pada masalah yang kompleks.…”

Section: Hasil Dan Pembahasanunclassified

Dampak Pembelajaran Inkuiri Berjenjang Dalam Meningkatkan Keterampilan Menulis Argumentatif Calon Guru

Probosari

Ramli

Sajidan

2015

JPMIPA

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ABSTRAKPenelitian ini dilakukan dengan tujuan untuk mengevaluasi kemampuan menulis argumentatif calon guru biologi meningkat setelah mereka mendapatkan pembelajaran inkuiri berjenjang. Partisipan dalam penelitian tindakan kelas ini adalah mahasiswa semester 4 di Program Studi Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta yang menempuh mata kuliah Embriologi Tumbuhan. Data dianalisis secara deskriptif melalui wawancara, pengamatan kelas dan portofolio. Kemampuan menulis diukur menggunakan Toulmin's Argument Pattern (TAP) yang meliputi empat komponen, yaitu data, warrants, backings, dan claims. Hasil penelitian menunjukkan bahwa pada akhir siklus kedua terjadi peningkatan skor keterampilan berpikir argumentatif pada setiap aspeknya di semua tingkatan jenjang inkuiri. Calon guru biologi yang telah berpengalaman dalam inkuiri berjenjang menunjukkan kemampuan menulis argumentasi yang lebih baik sehingga disimpulkan bahwa pembelajaran dengan inkuiri berjenjang sesuai diterapkan untuk mendukung berbagai aktivitas inkuiri dan meningkatkan kemampuan menulis argumentatif. Kata kunci: calon guru biologi, inkuiri berjenjang, tulisan argumentatif, ABSTRACTThe purpose of this study was to evaluate biology teacher candidates's argumentative writing skill after they participated in hierarchy of inquiry learning. The participants of this action research are the 4 th semester students of Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University who took the course of Plant Embryology. Data were analyzed descriptively through interviews with experts, classroom observations, and student portfolios. The argumentative writing was measured using Toulmin's Argument Pattern (TAP) with four kinds of argument elements, which include data, warrants, backings, and claims. The results showed that the argumentative writing skill was increased, in every aspect and levels of inquiry. Biology teacher candidates who had well-experienced in the hierarchy of inquiry outperformed argumentative writing skill, thus it can be concluded that Hierarchy of Inquiry Learning is suitable in fostering teacher candidates to do some inquiry activities, and positively impacted argumentative writing skill.

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“…Nevertheless, there is a good bit known about student cognition and learning that we can make use of right now to guide how we design systems of assessments, especially those that attempt to cover the progress of learning within and across grades. The paper by Deane and Song (2014) in this issue provides an excellent example of the application of the learning progressions framework, as well as the evidence centered design process discussed in the next section, as part of development of the CBAL assessment program in areas of the English language arts.…”

Section: Observation Interpretationmentioning

confidence: 99%

Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress

Pellegrino¹

2014

Psicología Educativa

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Special Issue:Bringing added value to educational assessment: A shift from an audit mode of assessment to an assistence mode Número especial: Cómo aportar valor añadido a la evaluación: De la auditoría a una función asistencial en la educación A B S T R A C T This paper argues that assessment can serve as a positive influence on attaining 21st century learning goals. Section I focuses on 21st century education challenges and the types of assessments needed to support attainment of learning objectives relevant to a global society. Sections II and III discuss the purposes and contexts of educational assessment and three important conceptual frameworks: (a) assessment as a process of reasoning from evidence, (b) assessment driven by models of learning expressed as learning progressions, and (c) the use of an evidence-centered design process to develop and interpret assessments. Section IV considers the implications for design of classroom and large-scale assessment. Sections V and VI consider the elements of a balanced system of assessments and key indicators of quality we must keep at the forefront as we work towards implementing coherent assessment systems as part of the process of educational transformation in the 21st century. La evaluación como una influencia positiva en el proceso de enseñanza-aprendizaje del siglo XXI: aplicación de un enfoque sistémico al progreso R E S U M E NEste artículo plantea que la evaluación puede constituir una influencia positiva para lograr los objetivos de aprendizaje del siglo XXI. La sección I se centra en los retos educativos del siglo XXI y el tipo de evaluación que se necesita para lograr los objetivos de aprendizaje relevantes para el conjunto de la sociedad. En las secciones II y III se analizan los objetivos y contextos de la evaluación educativa y tres importantes marcos conceptuales: (a) la evaluación como un proceso de razonamiento a partir de la evidencia, (b) la evaluación realizada desde modelos de aprendizaje formulados como progresiones de aprendizaje y (c) la utilización de un diseño centrado en la evidencia para diseñar la evaluación e interpretar sus resultados. La sección IV examina sus implicaciones de cara al diseño de la evaluación en el aula y de la evaluación educativa a gran escala. En las secciones V y VI se consideran los componentes de un sistema equilibrado de evaluación y los indicadores clave de calidad que hay que tener muy presentes si se desea poner en marcha un sistema coherente de evaluación como parte del proceso de transformación educativa en el siglo XXI.

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A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills

Cited by 52 publications

References 41 publications

Tracing the Development of Student's Argumentation in Science Classroom: Knowledge Acquisition and Motivation

Tracing the Development of Student's Argumentation in Science Classroom: Knowledge Acquisition and Motivation

Dampak Pembelajaran Inkuiri Berjenjang Dalam Meningkatkan Keterampilan Menulis Argumentatif Calon Guru

Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress

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