NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1168598
Record Type: Journal
Publication Date: 2017-Aug
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2330-8516
Examining Students' Ability to Critique Arguments and Exploring the Implications for Assessment and Instruction. Research Report. ETS RR-17-16
Song, Yi; Deane, Paul; Fowles, Mary
ETS Research Report Series, Aug 2017
This study assessed 1,706 eighth-grade students' reasoning abilities through a critique task in an integrated argumentative reading and writing test. Results indicate that the majority of students did not detect fallacious arguments or clearly explain problems in the arguments. They encountered various challenges in critiquing an argument: (a) being off-task, (b) failing to identify fallacious arguments, (c) having difficulty explaining specific problems in reasoning, and (d) not connecting their criticisms with particular parts of the text being critiqued. Task design and instructional implications are discussed.
Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A