2026-04-13T13:23:48Zhttps://recercat.cat/oai/request

oai:recercat.cat:2445/1084222025-12-06T03:19:00Zcom_2072_1057col_2072_478801col_2072_478917

00925njm 22002777a 4500 dc Rapanta, Chrysi author Garcia-Milà, Mercè author Gilabert, Sandra author 2017-03-14T14:00:24Z 2017-03-14T14:00:24Z 2013-12 2017-03-14T14:00:24Z The need to enhance argument skills through education has become increasingly evident during the last 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, namely, 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. Argumentació (Lingüística) Competències bàsiques en educació Avaluació educativa Argumentation (Linguistics) Competency based education Educational evaluation What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education