Student texts produced in the context of materialbased argumentative writing: Interdisciplinary research-related conception of an evaluation tool.

Autor/inn/en	Budke, Alexandra; Gebele, Diana; Königs, Pia; Schwerdtfeger, Sarah; Zepter, Alexandra
Titel	Student texts produced in the context of materialbased argumentative writing: Interdisciplinary research-related conception of an evaluation tool.
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 3 (2020) 1, S. 108-125Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
DOI	10.23770/rt1837
Schlagwörter	Evaluation; Fachdidaktik; Argumentation; Deutschunterricht; Schülertext; Textanalyse; Geografieunterricht; Schreiben; Produktanalyse; Analyse; Bewertung; Konzeption; Kriterienkatalog; Forschungsprojekt; Deutschland
Abstract	This paper focuses on student texts produced in the context of material based writing and presents a text analysis grid which is developed in an interdisciplinary research project between the didactics of geography and of German language. Based on a critical discussion of the typical methodological procedures that are currently used in research to evaluate the quality of written argumentations, we argue that only a combination of structural, linguistic and content-related analysis steps can determine the quality of argumentative texts as a whole. Hence, there is a particular need for development in text product analysis with regard to linking the various aspects. We therefore propose a catalogue of criteria, which is interdisciplinarily theory-guided and enables a quantitative and qualitative in-depth-analysis of text products on multiple levels: content-related, structural, linguistic and material-related with special consideration of the multiple document input. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1