Argumentation Skills for the Design of Formative Assessment Queries

Rosa María López Campillo, José Luis Gómez Ramos

Source Title: Design and Measurement Strategies for Meaningful Learning

ISBN13: 9781799891284|ISBN10: 1799891283|ISBN13 Softcover: 9781799891291|EISBN13: 9781799891307

DOI: 10.4018/978-1-7998-9128-4.ch004

MLA

Campillo, Rosa María López, and José Luis Gómez Ramos. "Argumentation Skills for the Design of Formative Assessment Queries." Design and Measurement Strategies for Meaningful Learning, edited by José Luis Gómez Ramos and Isabel María Gómez-Barreto, IGI Global, 2022, pp. 1-27. https://doi.org/10.4018/978-1-7998-9128-4.ch004

APA

Campillo, R. M. & Ramos, J. L. (2022). Argumentation Skills for the Design of Formative Assessment Queries. In J. Gómez Ramos & I. Gómez-Barreto (Eds.), Design and Measurement Strategies for Meaningful Learning (pp. 1-27). IGI Global. https://doi.org/10.4018/978-1-7998-9128-4.ch004

Chicago

Campillo, Rosa María López, and José Luis Gómez Ramos. "Argumentation Skills for the Design of Formative Assessment Queries." In Design and Measurement Strategies for Meaningful Learning, edited by José Luis Gómez Ramos and Isabel María Gómez-Barreto, 1-27. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9128-4.ch004

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Abstract

This chapter surveys the benefits of critical and argument skills in bilingual pre-service teachers' future careers for assessment pursuits. It also examines how informal logic for pedagogical purposes is scarcely considered in education settings – both primary and university levels. Yet, such a lack of teacher training will negatively influence subsequent feedback and ad hoc formative assessments to measure bilingual pupils' knowledge accurately. Hence, taking as referents argumentation and critical thinking and enquiring, the chapter aims to establish the fundamental theoretical foundations for understanding and designing formative queries.