Measuring Comprehension and Production of Written Arguments in Upper Elementary Grades

• In Event: Marriott Roundtable Session 20
  In Roundtable Session: Reimaging Measurement and Grading in Classroom Assessment

Abstract

We describe a systematic process of developing a set of measures designed to assess the argument literacy of upper elementary school students. We define argument literacy as the ability to comprehend, formulate, and evaluate arguments. The resulting measures represent open-ended, scenario-based tasks, called Writing Argument and Reading Argument. We discuss the rationale and theoretical framework for these three measures, describe pilot and validation studies, and present preliminary findings to support the reliability, validity, and practicality of argument literacy measures.

Authors

• Alina Reznitskaya, Montclair State University

• Ian A. G. Wilkinson, Ohio State University