Argumentation skills for the design of formative assessment queries

Abstract

This chapter surveys the benefits of critical and argument skills in bilingual pre-service teachers’ future careers for assessment pursuits. It also examines how informal logic for pedagogical purposes is scarcely considered in education settings – both primary and university levels. Yet, such a lack of teacher training will negatively influence subsequent feedback and ad hoc formative assessments to measure bilingual pupils’ knowledge accurately. Hence, taking as referents argumentation and critical thinking and enquiring, the chapter aims to establish the fundamental theoretical foundations for understanding and designing formative queries.