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Evaluating Student Performance with ...

LaCombe, Anastacia S.,

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Evaluating Student Performance with Argument Mapping Software in Relation to Students' Critical Thinking Skills /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluating Student Performance with Argument Mapping Software in Relation to Students' Critical Thinking Skills // Anastacia S LaCombe.
Author:	LaCombe, Anastacia S.,
Description:	1 electronic resource (112 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Educational tests & measurements. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30530118
ISBN:	9798381408652

Evaluating Student Performance with Argument Mapping Software in Relation to Students' Critical Thinking Skills /
LaCombe, Anastacia S.,

Evaluating Student Performance with Argument Mapping Software in Relation to Students' Critical Thinking Skills /Anastacia S LaCombe. - 1 electronic resource (112 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

The purpose of this study was to evaluate high school students' performance in analyzing complex arguments with the support of an off-the-shelf argument mapping software, Rationale™, which provides diagramming tools with guided prompts. This study attempts to: 1) evaluate the quality of student's argument maps in terms of structural characteristics that equate to specific critical thinking skills measured in the Cornell Critical Thinking Test (CCTT); and 2) test for correlations between specific qualities observed in students' argument maps and their critical thinking skills measured with the CCTT. The results show that students can use argument maps to identify and analyze claims and arguments, but the quality of their analysis varies. This highlights the potential of the CAAM tool for enhancing critical thinking skills and text comprehension, but there are limitations. The weak correlation between CCTT and CAAM scores suggests that CCTT questions may not fully assess the skills needed for in-depth argument analysis. The study offers insights for future research and suggests new directions for exploring the relationship between CCTT and CAAM.

English

ISBN: 9798381408652Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Argument mapping

Evaluating Student Performance with Argument Mapping Software in Relation to Students' Critical Thinking Skills /
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100 1 $a LaCombe, Anastacia S., $e author. $0 (orcid)0009-0006-6393-0418 $3 3819479
245 1 0 $a Evaluating Student Performance with Argument Mapping Software in Relation to Students' Critical Thinking Skills / $c Anastacia S LaCombe.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 1 electronic resource (112 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisors: Jeong, Allan Committee members: Kachak, Michael; Ke, Fengfeng; Cortese, Julianne.
502 $b Ed.D. $c The Florida State University $d 2023.
520 $a The purpose of this study was to evaluate high school students' performance in analyzing complex arguments with the support of an off-the-shelf argument mapping software, Rationale™, which provides diagramming tools with guided prompts. This study attempts to: 1) evaluate the quality of student's argument maps in terms of structural characteristics that equate to specific critical thinking skills measured in the Cornell Critical Thinking Test (CCTT); and 2) test for correlations between specific qualities observed in students' argument maps and their critical thinking skills measured with the CCTT. The results show that students can use argument maps to identify and analyze claims and arguments, but the quality of their analysis varies. This highlights the potential of the CAAM tool for enhancing critical thinking skills and text comprehension, but there are limitations. The weak correlation between CCTT and CAAM scores suggests that CCTT questions may not fully assess the skills needed for in-depth argument analysis. The study offers insights for future research and suggests new directions for exploring the relationship between CCTT and CAAM.
546 $a English
590 $a School code: 0071
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Educational evaluation. $3 526425
650 4 $a Secondary education. $3 2122779
653 $a Argument mapping
653 $a Critical thinking
653 $a Students' performance
653 $a Text comprehension
653 $a Cornell Critical Thinking Test
690 $a 0288
690 $a 0443
690 $a 0533
710 2 $a The Florida State University. $b Educational Psychology & Learning Systems. $e degree granting institution. $3 3819480
720 1 $a Jeong, Allan $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-07A.
790 $a 0071
791 $a Ed.D.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30530118