Assessment for Argument as an Application Concept: Relationship Building through a Recontextualization of Junior High School Social Studies

Abstract

　　This study aims to first clarify an argument assessment strategy as an application concept and then designs a question paper aimed at relationship building through a recontextualization of Junior High School Social Studies. As it is important to encourage the use of conceptual knowledge when seeking to build relationships, this study clarifies the effectiveness of using LCD in lessons and assessment. This method was found valid in terms of the following characteristics: its lack of otherness, the inadequacy of value judgments, and the lack of “application” to learn through answers. To overcome these problems, 11 strategies based on the citizenship and LCD frameworks were developed to reconsider the Toulmin Model. Further, the results indicated the validity of this method with regard to lesson practice and assessment in junior high school social studies.