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Data from students (n = 498) of teachers in Cohort 1 (23-24) participating in the multimodal text sets showed a significant gain in their claim-evidence-reasoning argumentation scores (Cohen’s D = 0.25, p < 0.001). These scores are aligned with the Science-ELA-Math practices in that they require multiple aspects of argumentation including written communication, content knowledge, understanding how to make a claim, identify evidence, and engage in reasoning. This year, the score also included quantitative reasoning. Our data suggest that these competencies generate a reliable and unidimensional measure for argumentation. Students also made a meaningful affective shift in terms of their confidence in argumentation (Cohen’s D = 0.09, p = 0.03). The relatively small magnitude of this effect is expected given that the dispositional nature of confidence makes it resistant to change.
