The Argumentation Rating Tool: Assessing and supporting teacher facilitation and student argumentation during text-based discussions
In this article, we describe the development and validation of the Argumentation Rating Tool (ART), an observational rating scale designed to assess the quality of teacher facilitation and student argumentation during text-based discussions in elementary language arts classrooms. We describe the the...
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| Published in: | Teaching and teacher education Vol. 106; p. 103464 |
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| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
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Elsevier Ltd
01.10.2021
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| ISSN: | 0742-051X, 1879-2480 |
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| Abstract | In this article, we describe the development and validation of the Argumentation Rating Tool (ART), an observational rating scale designed to assess the quality of teacher facilitation and student argumentation during text-based discussions in elementary language arts classrooms. We describe the theoretical and empirical foundations of the ART and report on two studies designed to establish the psychometric properties of the ART and examine its instructional value for teachers. Our findings support the reliability of the ART scores and their intended interpretation, and suggest that the ART has the potential to help teachers learn about facilitation of argumentation.
•The ART was designed to assess student argumentation and teacher facilitation in text-baseddiscussions.•The ART shows evidence of reliability, validity, and instructional value for teachers.•The ART supports teachers’ learning of facilitation of argumentation. |
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| AbstractList | In this article, we describe the development and validation of the Argumentation Rating Tool (ART), an observational rating scale designed to assess the quality of teacher facilitation and student argumentation during text-based discussions in elementary language arts classrooms. We describe the theoretical and empirical foundations of the ART and report on two studies designed to establish the psychometric properties of the ART and examine its instructional value for teachers. Our findings support the reliability of the ART scores and their intended interpretation, and suggest that the ART has the potential to help teachers learn about facilitation of argumentation.
•The ART was designed to assess student argumentation and teacher facilitation in text-baseddiscussions.•The ART shows evidence of reliability, validity, and instructional value for teachers.•The ART supports teachers’ learning of facilitation of argumentation. |
| ArticleNumber | 103464 |
| Author | Wilkinson, Ian A.G. Reznitskaya, Alina |
| Author_xml | – sequence: 1 givenname: Alina surname: Reznitskaya fullname: Reznitskaya, Alina email: reznitskayaa@montclair.edu organization: Department of Educational Foundations, Montclair State University, Montclair, NJ, 07043, USA – sequence: 2 givenname: Ian A.G. surname: Wilkinson fullname: Wilkinson, Ian A.G. email: wilkinson.70@osu.edu organization: Department of Teaching and Learning, The Ohio State University, Columbus, OH, 43210, USA |
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| CitedBy_id | crossref_primary_10_1080_09500782_2024_2401883 crossref_primary_10_1016_j_learninstruc_2023_101732 crossref_primary_10_1016_j_learninstruc_2024_101996 crossref_primary_10_1177_00220574231220067 crossref_primary_10_1016_j_lcsi_2023_100717 crossref_primary_10_5195_dpj_2023_548 crossref_primary_10_1016_j_linged_2023_101223 crossref_primary_10_1177_23522798241278284 crossref_primary_10_1007_s10212_024_00914_6 crossref_primary_10_1080_00220973_2024_2312521 crossref_primary_10_1080_09243453_2025_2527725 crossref_primary_10_1016_j_lcsi_2023_100702 crossref_primary_10_3390_su14042414 crossref_primary_10_1016_j_ijer_2023_102275 crossref_primary_10_1007_s11217_024_09953_4 crossref_primary_10_1177_02724316231182291 crossref_primary_10_1007_s11191_022_00327_1 |
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| Title | The Argumentation Rating Tool: Assessing and supporting teacher facilitation and student argumentation during text-based discussions |
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