Informal Formative Assessment in Argumentation-Based Science Education
A Micro-Analytic Investigation of Teachers’ Pedagogical Practices
Bibliographic Data
| ID | 21583318 |
|---|---|
| Authors | Metin Sardag (0000-0003-2162-8289, Van Yüzüncü Yıl Üniversitesi, corresponding author), Gultekin Cakmakci (0000-0003-2003-2520, Hacettepe University) |
| Year | 2026 |
| Volume | 40 |
| Issue | 2 |
| Pages | 173-210 |
| Publication date | 2026-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Argumentation (JOURNAL) |
| Journal identifiers | ISSN: 0920-427X • E-ISSN: 1572-8374 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10503-025-09668-x |
| OpenAlex | W4412995786 |
| Language | EN |
| Citations received | 1 |
| References cited | 71 |
In this study, we identify the pedagogical practices the science teachers use for successfully conducting their argumentation-based science lessons and examine the process of managing informal formative assessments. For this qualitative study, we collected data via video and audio devices from classroom implementations after conducting two professional development courses on assessment practices in inquiry settings and argumentation in science classrooms. We analysed the data from the conversation analysis (CA) perspective to conduct a data-driven study. Our results show that there are multiple pedagogical practices that teachers use to achieve lesson purposes and shape lessons. These are primarily the revealing of different claims and warrants or counterarguments about the same phenomenon or situation, prompting the class to discuss different arguments, including more than one student in interaction. Regarding the nature of answers produced by students, the teachers also make implicit or explicit positive and negative assessments, avoid explicit assessments, and give content feedback as pedagogical practices and use them for managing the informal formative assessment process. The results show that the teachers perform some pedagogical practices via the information gained by the informal formative assessment process. These pedagogical practices provide them with new road maps to achieve the lesson goal by increasing classroom interactions
Argumentation theory · Communication studies · Engineering ethics · Epistemology · Formative assessment · Informal logic · Mathematics education · Pedagogy · Political communication · Political science · Politics · Science education · Social science · Sociology · Computer Science · Educational Assessment and Pedagogy · Engineering · Philosophy · Psychology · Science Education and Pedagogy · Student Assessment and Feedback
Investigating Classroom Discourse
Handbook of Formative Assessment
Doing Conversation Analysis
The Uses of Argument
Formative assessment
Using Explicit Positive Assessment in the Language Classroom
Developing the theory of formative assessment
Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry
Agreeing and disagreeing with assessments
The interactional management of claims of insufficient knowledge in English language classrooms
How literacy in its fundamental sense is central to scientific literacy
Glossary of transcript symbols with an introduction
Formative assessment and the design of instructional systems
Sequence Organization in Interaction
What's the use of 'triadic dialogue'?
Forms and functions of on-the-fly formative assessment conversations in physics inquiry lessons
French teachers’ informal formative assessment in the context of inquiry-based learning
Informal formative assessment
The Potential of Argument in Knowledge Building
Learning Lessons
Displays of Epistemic Access
Conversation Analysis and language learning
Scaffolding Student Talk
Supporting and Promoting Argumentation Discourse in Science Education
Grammar and Social Organization
Teacher self-talk
A Simplest Systematics for the Organization of Turn-Taking for Conversation
The interactive work of prosody in the IRF exchange
Claiming Insufficient Knowledge
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |