The Development and Validation of the Assessment o

Authors: Victor Sampson Patrick J Enderle Joi Phelps Walker

Publish Date: 2012

Volume: , Issue: , Pages: 235-264

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Abstract

This chapter describes the development and initial validation of a new instrument that researchers can use to assess how students participate in scientific argumentation This instrument which is called the Assessment of Scientific Argumentation in the Classroom ASAC Observation Protocol includes 19 items that target the conceptual or cognitive epistemological and social aspects of scientific argumentation The chapter includes an overview of the methodological and theoretical frameworks that were employed to develop and validate the instrument the steps used in the development and validation process and the final version of the instrument Our findings indicate the ASAC is a valid and reliable instrument for assessing the quality or nature of the scientific argumentation that takes place between students within a classroom setting This instrument will therefore enable researchers or teachers to examine how students learn to participate in scientific argumentation over time to document learning gains in response to an intervention or to compare strategies for promoting or supporting engagement in scientific argumentation in a more emergent or in situ contextAn earlier version of this chapter entitled “Assessment of argumentation An observation protocol” by P Enderle J Walker C Dorgan and V Sampson was presented at the 2010 International Conference of the National Association for Research in Science TeachingThe development and validation of the instrument reported here was supported in part by the Institute of Education Science US Department of Education through grant R305A100909 to Florida State University The opinions expressed are those of the authors and do not represent the views of the Institute or the US Department of Education

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