学生–教師間のコミュニケーションのツールとしての議論教育用ルーブリックの開発と活用

抄録

This paper comprises two studies. The first one is aimed at developing a rubric for basic argument skills in the first year of college life; hence, this researcher collaborated with senior students to propagate this rubric as a communication tool between teachers and students. The second study is aimed at examining self-evaluation patterns by cluster analysis using the developed rubric before and after a debate tournament. The rubric consists of 25 items and was designed for argument education. Collaboration with a teacher and the past learners in designing the rubric presented this paper with the following three advantages: the teacher could grasp the scope of the knowledge of the learners, clarify the order of acquiring argument skills, and select appropriate expressions to be used in the rubric. To test the patterns of change before and after the final debate tournament, students used the rubric to self-evaluate twice—before and after a debate tournament. For the analysis, the students were divided into two groups on the basis of their scores in the final report. Consequently, on the one hand, the high-skilled students understood the following debate components even when they were not a part of the textbook content: structure, construction, refutation, and summary; further, they connected these components after the tournament. On the other hand, the low-skilled students concentrated on stating their opinions and exhibited inadequate understanding of the debate structure even after the tournament. These results can be used to improve the instruction method in teaching basic argument skills.