ABSTRACT Scientific argumentation is one of the core practices for teachers to implement in science classrooms. We developed a computer-based formative assessment to support students’ construction and revision of scientific arguments. The assessment is built upon automated scoring of students’ arguments and provides feedback to students and teachers. Preliminary validity evidence was collected in this study to support the use of automated scoring in this formative assessment. The results showed satisfactory psychometric properties related to this formative assessment. The automated scores showed satisfactory agreement with human scores, but small discrepancies still existed. Automated scores and feedback encouraged students to revise their answers. Students’ scientific argumentation skills improved during the revision process. These findings provided preliminary evident to support the use of automated scoring in the formative assessment to diagnose and enhance students’ argumentation skills in the context of climate change in secondary school science classrooms.

中文翻译：

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采用科学论证的形成性评估的自动评分验证

摘要科学论证是教师在科学教室中实施的核心实践之一。我们开发了基于计算机的形成性评估，以支持学生的建构和科学论证的修订。评估基于对学生论点的自动评分，并向学生和老师提供反馈。在这项研究中收集了初步的有效性证据，以支持在这种形成性评估中使用自动评分。结果显示与该形成性评估有关的令人满意的心理测量特性。自动评分与人类评分显示出令人满意的一致性，但是仍然存在细微差异。自动化的分数和反馈鼓励学生修改答案。在修订过程中，学生的科学论证能力得到了提高。