Students whose assignments are more authentic produce more authentic intellectual work in both writing and mathematics¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the study's sample of schools, more authentic teacher assignments were associated with more authentic student work in both writing and mathematics. → Wenzel 2002

Evidence¶

Wenzel 2002¶

Wenzel, S., Nagaoka, J., Morris, L., Billings, S., & Fendt, C. (2002). Documentation of the 1996-2002 Chicago Annenberg Research Project Strand on Authentic Intellectual Demand Exhibited in Assignments and Student Work: A Technical Process Manual. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/documentation-1996-2002-chicago-annenberg-research-project-authentic-intellectual

q2 · i? · associational · r2

The manual summarizes a key finding from earlier CARP baseline reports (Newmann et al., 1998), stating that "Students whose assignments were more authentic produced more authentic intellectual work in both writing and mathematics." The manual describes this as a finding from its purposive sample.

"Students whose assignments were more authentic produced more authentic intellectual work in both writing and mathematics."

Discussion¶

Related Claims¶

• Students showed more authentic intellectual work in writing than in mathematics — related
• Instruction organized to promote authentic intellectual work was associated with more complex student thinking and greater standardized test gains — related
• A majority of writing and mathematics assignments in 12 Chicago Annenberg schools fell into the lowest two challenge categories — related
• Writing assignments in 1999 showed more intellectual challenge than mathematics, with 48 to 64 percent reaching moderate or extensive challenge depending on grade — related