Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 0 |
| Since 2006 (last 10 years) | 4 |
| Since 1996 (last 20 years) | 4 |
Descriptor
| Classroom Communication | 3 |
| Evidence | 3 |
| Persuasive Discourse | 3 |
| Science Education | 3 |
| Student Evaluation | 3 |
| Discussion (Teaching… | 2 |
| Logical Thinking | 2 |
| Models | 2 |
| Thinking Skills | 2 |
| Concept Formation | 1 |
| More ▼ | |
Source
| Educational Assessment | 4 |
Author
| Furtak, Erin Marie | 4 |
| Shemwell, Jonathan T. | 2 |
| Beinbrech, Christina | 1 |
| Brown, Nathaniel J. S. | 1 |
| Hardy, Ilonca | 1 |
| Nagashima, Sam O. | 1 |
| Ruiz-Primo, Maria Araceli | 1 |
| Shavelson, Richard J. | 1 |
| Timms, Michael | 1 |
| Wilson, Mark | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 4 |
| Reports - Evaluative | 2 |
| Reports - Research | 2 |
Education Level
| Middle Schools | 1 |
Audience
Showing all 4 results
Peer reviewed
Direct linkFurtak, Erin Marie; Hardy, Ilonca; Beinbrech, Christina; Shavelson, Richard J.; Shemwell, Jonathan T. – Educational Assessment, 2010
This article adapts the Evidence-Based Reasoning (EBR) Framework (Brown, Furtak, Timms, Nagashima, & Wilson, this issue) to create a coding system for assessing argumentation in science classroom discourse. The instrument, "Evidence-Based Reasoning in Science Classroom Discourse", is intended to provide a means for measuring the quality of EBR in…
Descriptors: Science Education, Logical Thinking, Thinking Skills, Evidence
Shemwell, Jonathan T.; Furtak, Erin Marie – Educational Assessment, 2010
One way to frame science classroom discussion is to engage students in scientific argumentation, an important discourse format within science aimed at coordinating empirical evidence and scientific theory. Framing discussion as scientific argumentation gives clear priority to contributions that are sustained by evidence. We question whether this…
Descriptors: Discussion (Teaching Technique), Persuasive Discourse, Evidence, Classroom Communication
Brown, Nathaniel J. S.; Furtak, Erin Marie; Timms, Michael; Nagashima, Sam O.; Wilson, Mark – Educational Assessment, 2010
Recent science education reforms have emphasized the importance of students engaging with and reasoning from evidence to develop scientific explanations. A number of studies have created frameworks based on Toulmin's (1958/2003) argument pattern, whereas others have developed systems for assessing the quality of students' reasoning to support…
Descriptors: Science Education, Logical Thinking, Thinking Skills, Evidence
Ruiz-Primo, Maria Araceli; Furtak, Erin Marie – Educational Assessment, 2006
What does informal formative assessment look like in the context of scientific inquiry teaching? Is it possible to identify different levels of informal assessment practices? Can different levels of informal assessment practices be related to levels of student learning? This study addresses these issues by exploring how 4 middle school science…
Descriptors: Informal Assessment, Formative Evaluation, Middle School Teachers, Science Teachers
