Examining Students' Ability to Critique Arguments and Exploring the Implications for Assessment and Instruction

Yi, Song; Deane, Paul; Fowles, Mary E.

doi:10.1002/ets2.12166

Cited by 11 publications

(2 citation statements)

References 18 publications

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“…The current study builds upon our previous work examining student performance in an argument critique task (Song, Deane and Fowles 2017). In this task, students first read a letter that consists of arguments against banning advertisements aimed at children (see Figure 1).…”

Section: Theoretical Background and Related Researchmentioning

confidence: 99%

Exploring the Effect of a Scaffolding Design on Students’ Argument Critique Skills

Chao²,

Attali³

2020

Self Cite

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We designed scaffolded tasks that targeted the skill of identifying reasoning errors and conducted a study with 472 middle school students. The study results showed a small positive impact of the scaffolding on student performance on one topic, but not the other, indicating that student skills of writing critiques could be affected by the topic and argument content. Additionally, students from low-SES families did not perform as well as their peers. Student performance on the critique tasks had moderate or strong correlations with students’ state reading and writing test scores. Implications of the scaffolding and critique task design are discussed.

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Section: Theoretical Background and Related Researchmentioning

confidence: 99%

Exploring the Effect of a Scaffolding Design on Students’ Argument Critique Skills

Chao²,

Attali³

2020

Self Cite

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“…There are six important components in an argument, namely claims, reasons, guarantees, qualifications, support and rebuttal (Toulmin, 2003). Argumentation ability can also be equated with the ability to criticize a topic of discussion so that correct information is obtained (Song et al, 2017). The problem-solving process to find the truth can be found by connecting data and information to produce valid, strong and precise ideas.…”

Section: Introductionmentioning

confidence: 99%

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

Jon,

Asrial,

Hasibuan

et al. 2023

JPBI

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The ethnoscience-based reflective learning model has been implemented in the classroom while the learning process has its own strengths and weaknesses. The purpose of this study was to determine the interaction between learning models and arguments for creative thinking. A mixed methods research design was applied to collect both qualitative and quantitative data. Quantitative data were collected using argumentation observations and essay tests which were analyzed with SPSS. Qualitative data sourced from one lecturer and 40 students of National Islamic Institute of Kerinci, Jambi Province were collected using interviews and observations. The results shows that there is an interaction between learning models and arguments for creative thinking. This can be seen from the whole learning process students have achieved indicators of creative thinking involving argumentation skills. We discussed this and formulated recommendations that can be implemented in the future.

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Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners

Guzman‐Orth

Sparks

2019

ETS Research Report Series

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In this study, we investigated the challenges and opportunities in developing a computer‐delivered English language arts (ELA) task intended to improve the accessibility of the task for middle school English learners (ELs). Data from cognitive labs with 8 ELs with varying language proficiency levels provided rich insight to student–task interaction and how the accessibility of the task could be improved to enhance student understanding and to support valid integration of the task as a part of students' formative assessment process. In this paper, we share the results from our research and discuss our iterative approach to improving ELA task accessibility for ELs' formative assessment process.

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Examining Students' Ability to Critique Arguments and Exploring the Implications for Assessment and Instruction

Cited by 11 publications

References 18 publications

Exploring the Effect of a Scaffolding Design on Students’ Argument Critique Skills

Exploring the Effect of a Scaffolding Design on Students’ Argument Critique Skills

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners

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