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...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Teaching and teacher education Jg. 106; S. 103464
Hauptverfasser: Reznitskaya, Alina, Wilkinson, Ian A.G.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Elsevier Ltd 01.10.2021
Schlagworte:
Classroom communication
Classroom observation techniques
Critical thinking
Professional development
Teacher competency testing
Test validity
Teacher competency testing
Classroom communication
Professional development
Classroom observation techniques
Critical thinking
Test validity
ISSN:0742-051X, 1879-2480
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung: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.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2021.103464