Performance evaluation of an online argumentation learning assistance agent

Huang, Chenn‐Jung; Wang, Yu-Wu; Huang, Tz-Hau; Chen, Ying‐Chen; Chen, Heng-Ming; Chang, Shun-Chih

doi:10.1016/j.compedu.2011.01.013

Cited by 25 publications

(11 citation statements)

References 25 publications

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“…Although in some cases fairly generic, some programmes search for patterns in student work to adjust the level of difficulty in subsequent exercises according to needs (Looney, 2010). Huang et al (2011) developed an intelligent argumentation assessment system for elementary school pupils which analyses the structure of students' scientific arguments posted on a moodle discussion board and issues feedback in case of bias. In a first trial, it was shown to be effective in classifying and improving students' argumentation levels and assisting them in learning the core concepts.…”

Section: Automated Feedbackmentioning

confidence: 99%

Changing Assessment — Towards a New Assessment Paradigm Using ICT

Redecker¹,

Johannessen²

2013

Euro J of Education

157

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This article discusses how Information and Communication Technologies can support 21st century assessment strategies and what needs to be done to ensure that technological advances support and foster pedagogical innovation. Based on an extensive review of the literature, it provides an overview of current ICT‐enabled assessment practices, with a particular focus on the more recent developments of ICT‐enhanced assessment tools that recognise 21st century skills. The article also refers to relevant cases of eAssessment, looks into examples of the potential of emerging technologies for eAssessment and discusses some relevant innovation and policy issues. Reflecting on these examples, it argues that, although technological challenges exist, the more pressing task at present is to transcend the traditional testing paradigm and conceptually develop (e)Assessment strategies that allow to more fully exploit the benefits of emerging technologies in order to foster the development of 21st century skills.

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Section: Automated Feedbackmentioning

confidence: 99%

Changing Assessment — Towards a New Assessment Paradigm Using ICT

Redecker¹,

Johannessen²

2013

Euro J of Education

157

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“…erduran et al (2004) present two methodological approaches that significantly extend and improve the use of Toulmin's model for tracing argumentation discourse in science classrooms. An intelligent argumentation assessment system based on machine learning techniques was eventually developed and evaluated by Huang et al (2011). The results showed that the system is able to determine the argumentation skill level based on the students' arguments while at the same time promoting students' argumentation levels.…”

Section: Engaging In Argumentation and Reasoningmentioning

confidence: 99%

Searching for a common ground – A literature review of empirical research on scientific inquiry activities

Rönnebeck

Bernholt

Ropohl

2016

Studies in Science Education

183

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Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also on different theoretical grounds. Here, only little systematic research has analysed the different conceptualisations and usages of the overarching construct of scientific inquiry in detail. To close this gap, a review of the research literature on scientific inquiry was conducted based on a widespread approach to defining scientific inquiry as activities that students engage in. The main goal is to provide a systematic overview about the range and spectrum of definitions and operationalisations used with regard to single activities of the inquiry process in empirical studies. The findings from the review first and foremost illustrate the variability in the ways these activities have been operationalised and implemented. For each activity, studies differ significantly not only with respect to the focus, explicitness and comprehensiveness of their operationalisations but also with regard to the consistency of their implementation in the form of instructional or interventional components in the study and/or in the focus of the assessment of student performance. This has significant implications regarding the validity and comparability of results obtained in different studies, e.g. in the context of discussions concerning the effectiveness of inquiry-based instruction. In addition, the interrelation between scientific inquiry, scientific knowledge and the nature of science seems to be underexplored. The conclusions make the case for further theoretical work as well as empirical research.

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“…B. Hall & Sampson, 2009;Kuhn & Reiser, 2005;National Research Council, 1996), students' abilities to construct explanations based on evidence, which are essential to engaging in scientific inquiry, is now considered critical (Huang et al, 2011;Kuhn & Reiser, 2005;Lemke, 1990;National Research Council, 1996;Schauble, Glaser, Duschl, Schulze, & John, 1995). This issue is made more urgent by the fact that many studies indicate that constructing scientific explanations is difficult for students (Kuhn & Reiser, 2005;McNeill & Krajcik, 2011;Sandoval & Millwood, 2005).…”

Section: Introductionmentioning

confidence: 97%