Demands for Authentic Intellectual Work in Teacher Assignments

• In Event: 49.056 - Classroom Assessment Tools and Tasks

Abstract

A critical part of teaching and learning is ongoing assessment. We conceive of classroom assignments as an important aspect of classroom assessment and examine their quality using the framework of authentic intellectual work (AIW) developed by Newmann and Wehlage (1996). Teachers were also interviewed about their decision-making around assignments and supports offered to students. Findings thus far show AIW standards for math were more difficult to meet than in writing. Twenty percent of math and 14% of writing assignments were of high quality. And a strong positive correlation exists between task and student work quality. Further analyses will focus on examining factors associated with high quality assignments and student work, including curricula, teacher support and classroom context.

Authors

• Holly M. Hart, University of Chicago

• Jen Cowhy, Consortium on Chicago School Research At The University of Chicago

• Kavita Kapadia Matsko, University of Chicago

• Susan E. Sporte, University of Chicago