Argumentatie-analytische begrippen in het centraal examen Nederlands | Amsterdam University Press Journals Online
Volume 38, Issue 3
  • ISSN: 1573-9775
  • E-ISSN: 2352-1236



For years, in Dutch general secondary education (havo and vwo) argumentation skills are part of the national examinations in reading proficiency. Recently, the Dutch Board of Examinations (College voor Toetsen en Examens – CTE) asked an advisory committee to evaluate the argumentative vocabulary used in the yearly exams in relation to the current state of the art in argumentation research. The committee advised a light revision of the specification of educational goals and formulated a list of argumentational concepts and definitions that can be used in the national examinations. In this article the authors – committee members – account for the proposals of the committee. The room for change was defined by the examination programme of the Dutch minister of education and by the executive role of the CTE. Moreover, the state of the art in argumentation research had to be set alongside the usability of concepts in educational practice and effective testing of reading skills.


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