Metalogue: Assessment, Audience, and Authenticity for Teaching SSI and Argumentation

  • Maria EvagorouEmail author
  • Troy D. Sadler
  • Tali (Revital) Tal
Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 39)


Sadler: This chapter raises several interesting issues associated with the assessment of argumentation. There is obviously a great deal of support throughout the science education community for featuring argumentation as a fundamental scientific practice that ought to be featured in science learning experiences. However, the tools available for assessing argumentation both for research and teaching purposes remain somewhat limited. Toulmin has had an enormous impact on how science educators think about argumentation and the assessment of arguments, and modifications of the Toulmin argument pattern have been used extensively for assessment purposes (Erduran, Simon, & Osborne, 2004). As discussed in the chapter, Toulmin’s model can be useful but it has a number of drawbacks.


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Copyright information

© Springer Science+Business Media B.V.  2011

Authors and Affiliations

  • Maria Evagorou
    • 1
    Email author
  • Troy D. Sadler
    • 2
  • Tali (Revital) Tal
    • 3
  1. 1.School of EducationUniversity of Nicosia (UNic)NicosiaCyprus
  2. 2.School of Teaching and LearningUniversity of FloridaGainesvilleUSA
  3. 3.Department of Education in Technology and ScienceTechnion–Israel Institute of TechnologyHaifaIsrael

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