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Measuring Cogency In Argument In The Seventh-Grade English Classroom, Millie Gonzalez-Balsam
Measuring Cogency In Argument In The Seventh-Grade English Classroom, Millie Gonzalez-Balsam
Doctoral Dissertations
Constructing a cogent argument that addresses real-world problems aids students in the development of critical thinking and requires students to present multiple perspectives in a credible manner. Yet, rubrics do not always measure students’ reasoning. The purpose of this study was to create a valid and reliable instrument to measure cogency in argument. I created a Teacher Designed Rubric Measuring Cogency (TDRMC) based on Toulmin’s model of argument for its emphasis on context-specific warrants, and I used Wilson’s framework for assessment to operationalize the construct of cogency. I compared the TDRMC to the current standardized assessment rubric for the Common …
Assessing Student Understanding Of Reasoning Using Argument-Based Contrast Matrices, Ethan Geheb
Assessing Student Understanding Of Reasoning Using Argument-Based Contrast Matrices, Ethan Geheb
Electronic Theses and Dissertations
There is strong national interest in increasing student proficiency in STEM, which includes the learning and practice of scientific argumentation. The codevelopment of scientific knowledge and argumentation has shown to positively influence student general understanding of argument construction, scientific knowledge and principles. Research indicates students continue to struggle with constructing complete arguments, with specific difficulty in correctly incorporating reasoning. Numerous frameworks have been developed to support student learning about argumentation. These frameworks contain common teaching strategies for introducing and teaching reasoning within the context of a science classroom. However, these strategies do not specifically target student struggle with using reasoning, …