Formative Assessment for Autonomous Learning Through Argumentation; A Proposal Within the Use of the Online Dialogue Design System

Abstract

There has been a concern to help students learn how to argue in order to become better learners. Different argumentation models have been used as a teaching strategy. In 2009, Makino designed the Dialogue Design System (DDS) which is based on Toulmin’s argumentation model (2003). Through the iterative use of a didactic resource called “idea cards”, the active participation of the student is stimulated as well as the development of critical analysis and the construction of reasonable and well-founded arguments are also enhanced. DDS has also been avowed as an adequate strategy to strengthen, not only argumentative skills, but also skills related to autonomous learning. This work is part of a doctoral research project that considers the design and development of an online tool based on the DDS model. For the specific case of the assessment of written argumentative and autonomy skills, a descriptive and analytical study will be conducted. For this purpose, two assessment tools are proposed: one based on Deane and Song’s learning progression model (2012) and the second developed under the influence of Tassinari’s dynamic model for autonomous learning (2010). The following paper presents the foundations and design of the Self-Assessment of Progress in Argumentative Autonomy instrument (SAPAA).