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Towards Formative Feedback on Student Arguments

This paper presents our ideas on generating formative feedback in the Genetics Argumentation Inquiry Learning (GAIL) system. GAIL will provide undergraduate biology students with tools for constructing Toulmin-style arguments on questions in genetics. Feedback will be based in part on the output of GAIL’s argument analyzer, which will compare learner arguments to automatically constructed expert arguments. In addition to identifying problems in the learner’s arguments, the analyzer will recognize the argumentation scheme used to construct acceptable arguments. From that, GAIL can instantiate critical questions, a unique form of feedback in intelligent learning environments.