Evidence Use in Group Quiz Discussions: How Do Students Support Preferred Choices?
Abstract
This study examined the argumentative process, specifically, the exchange of argumentative evidence, in learning groups completing group quizzes. Fifty-six learning group quiz discussions were videotaped and analyzed for argumentative evidence. Results showed that approximately 70% of the time, group quiz scores were as high as, or higher than, the best individual quiz score. In disagreement-based group quiz discussions, students used more evidence statements than they did in agreementbased quiz discussions, and high-achievement students used more evidence statements than low-achievement students. The authors discuss the pedagogical implications of these results for classroom teaching and learning practices.
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