Assignments teachers designated as challenging tended to score higher on intellectual quality than typical assignments¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across grades and subjects, teacher-designated challenging assignments tended to receive higher intellectual quality scores than typical assignments. → Anthony S. Bryk 2000

Evidence¶

Anthony S. Bryk 2000¶

Anthony S. Bryk, Jenny K. Nagaoka, and Fred M. Newmann. (2000). Chicago Classroom Demands for Authentic Intellectual Work: Trends from 1997-1999. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/chicago-classroom-demands-authentic-intellectual-work-trends-1997-1999

q2 · i? · associational · r2

Observational comparison within the three-year assignment collection, in which teachers submitted both typical daily assignments and assignments they believed best indicated high-level understanding. The report found challenging assignments "tended to score higher than typi- cal assignments."

"As expected, the assignments designated by teachers as challenging tended to score higher than typi- cal assignments."

Discussion¶

Related Claims¶

• The intellectual quality of classroom assignments in Annenberg Challenge schools improved between 1997 and 1999, though some 1999 averages were lower than 1998 — related
• Authentic Pedagogy Assignments Predict Higher Achievement Gains in Chicago Elementary Schools — related
• A 1998 baseline study found typical Chicago assignments were mostly rudimentary basic-skills exercises, but most students completed the more demanding tasks they were given — related