Document Type

Article

Source of Publication

Review of Educational Research

Publication Date

12-1-2013

Abstract

The need to enhance argument skills through education has become increasingly evident during the past 20 years. This need has resulted in an ongoing discussion that focuses on students' and teachers' argumentation and its support. However, apart from the extended competence-based discourse, no clear and homogeneous definition exists for argumentative competence and its constituent skills. To respond to this deficiency, we conducted an integrative literature review focusing on the methods of argument analysis and assessment that have been proposed thus far in the field of education. Specifically, we constructed an interpretative framework to organize the information contained in 97 reviewed studies in a coherent and meaningful way. The main result of the framework's application is the emergence of three levels of argumentative competence: metacognitive, metastrategic, and epistemological competence. We consider this result the beginning of further research on the psycho-pedagogical nature of argument skills and their manifestation as competent performance. © 2013 AERA.

ISSN

0034-6543

Publisher

American Educational Research Association (AERA)

Volume

83

Issue

4

First Page

483

Last Page

520

Disciplines

Education

Keywords

argument analysis, argument assessment, argumentation, competence, review

Scopus ID

84879304950

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Green: A manuscript of this publication is openly available in a repository

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Education Commons

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