A Proposal of Evaluation Criteria and Framework Based on the Characteristics and Goals of Argumentative Scientific Writing

Abstract

The purpose of this study was to suggest an evaluation criteria and evaluation framework for argumentative scientific writing activities based on the identification of characteristics and goals of argumentative scientific writing. First, the characteristics of argumentative scientific writing were defined in three ways: thinking skill characteristics as arguments, content characteristics as science, and activity characteristics as writing. Second, the five goals were specified accordingly. The goal of ‘cultivating critical thinking ability’ was related to the thinking skill characteristics, and ‘understanding the scientific method’ was related to both thinking skill and content characteristics. The goal of ‘understanding scientific knowledge’ was related to the content characteristics, and the ‘cultivation of scientific communication skills’ was related to both content and activity characteristics. The goal of ‘development of writing ability’ was related to the activity characteristics. Third, evaluation criteria of argumentative scientific writing were specified according to the goals. Finally, the evaluation framework consisting of a three-level rating scale of poor, average, and excellent was proposed using evaluation criteria. Based on the results, implications for the design and implementation of an argumentative scientific writing class were discussed.