Impact of Peer Assessment Activities on High School Student's Argumentation in Argument-Based Inquiry

Abstract

This study focused on the use of peer assessment activities to investigate its the impact on students' argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two classes were assigned to the comparative group. The experimental group was taught argument-based inquiry through the application of peer assessment activities. The comparative group was taught argument-based inquiry without peer assessments. At the claim and evidence stage, students were asked to evaluate whether peers' claims fit with the evidence and whether peers' explanation of the evidences validity was sufficient. The quality of argumentation used in the students' writing was different in each group. According to the analysis of the summary writing test, the results showed that the experimental group had a significantly higher mean score than the comparative group in argumentation components, including evidence and warrant/backing. In addition, the experimental group used better multimodal representation including explanation of evidence than the comparative group. The findings showed that argument-based inquiry applying peer assessment activities had an effect on the argumentation skills in students' writing.

Impact of Student Assessment Activities on Reflective Thinking in High School Argument-Based Inquiry

“…동료평가활동이 학생들의 논의 능력을 향상시킬 수 있다 (Lee, Bak, & Nam, 2015)는 연구결과 도 있지만, 평가활동에서 학생들이 평가자와 피평가자의 역할을 수행 하는 과정이 어떻게 학생의 학습 향상에 기여하는지 분명하지 않다.…”