Development of Assessment as Learning Instruments to Improve Chemistry Pre-Service Teachers’ Argumentation Skills Using AI-Assisted Collaborative Argumentation Online Whiteboard
Development of Assessment as Learning Instruments to Improve Chemistry Pre-Service Teachers’ Argumentation Skills Using AI-Assisted Collaborative Argumentation Online Whiteboard

Summary/Abstract: The study developed an assessment as learning instrument to foster the argumentation skills of pre-service chemistry teachers. The instrument was designed as an alternative assessment tool that integrates self-assessment, peer assessment, and collaborative discussions on an AI-assisted online whiteboard aligned with Toulmin’s argumentation framework. The ADDIE model guided the development of the instrument. The instrument underwent expert content and construct validation, achieving high validity ratings. Pilot testing with 31 participants demonstrated moderate inter-rater reliability (ICC = 0.621) for peer assessments and moderate correlations between self, peer, and instructor assessments, highlighting the need for improved feedback mechanisms and self-assessment training. The analysis of collaborative argumentation discussion revealed that most arguments demonstrated moderate quality, and a smaller proportion achieved the highest quality level. The analysis of practicality and effectiveness gave moderate ratings. Feedback expressed a need for more explicit instructions, more task time, and improved feedback mechanisms. Assessment as learning based instrument was moderately effective but demonstrated some potential for encouraging reflective, collaborative, and logical argumentation processes. Further refinements are needed to optimize its impact.

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