Assignment-scoring standards and rubrics for authentic intellectual work in writing and mathematics¶

Element · All elements
Evidence · 3 claims (3 for) · 2 studies (1 associational, 1 theoretical), q2–q3 · 1 of 2 report an effect size · 2 claims rest on one study

Description¶

A set of six standards (three for writing, three for mathematics) translating the authentic intellectual work criteria into assessable assignment characteristics, each translated into scoring rubrics (Figure 1 and Figure 2). For example, the writing Standard 1 asks that "the assignment asks students to interpret, analyze, synthesize, or evaluate information in writing about a topic, rather than merely to reproduce information." Trained Chicago Public Schools teachers applied the rubrics, with random assignment of tasks to raters, double scoring of a random subsample, and Many-Facet Rasch Analysis to adjust for rater severity and standard difficulty.

Design Implications¶

Context¶

Requirements¶

• Trained teacher raters, independent double scoring of a random subsample, and MFRA adjustment for rater severity and cross-year drift

Constraints¶

• Only 1997 and 1998 IGAP data were used because no equating of ISAT and IGAP scores exists

Target Learners¶

• elementary students in grades 3, 6, and 8

Target Learning Goals¶

• intellectual quality of classroom assignments in writing and mathematics

Affordances¶

• Authentic Intellectual Work Framework Newmann

Claims¶

• Chicago classrooms with high-quality authentic intellectual assignments showed greater one-year ITBS gains than classrooms with low-quality assignments [+W]
• Exposure to high-quality assignments predicted substantially higher IGAP reading, mathematics, and writing performance (effect sizes 0.43, 0.64, 0.52) [+W]
• Both high- and low-prior-achieving students benefited from high-quality assignments, with math favoring low achievers and reading favoring high achievers [+W]

Related Elements¶

• Authentic intellectual work scoring rubrics with double-scoring design for inter-scorer reliability
• Scoring standards and rubrics for assignments and student work in writing and mathematics
• Chicago Annenberg classroom assignment collection and scoring system

Examples¶

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Key Sources¶

• Fred M. Newmann, Anthony S. Bryk, Jenny K. Nagaoka. (2001). Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence? Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/authentic-intellectual-work-and-standardized-tests-conflict-or-coexistence