Scoring standards and rubrics for assignments and student work in writing and mathematics¶

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

Description¶

The report translates the three criteria into specific scoring standards for assignments (Figure 7) and student work (Figure 8) in writing and mathematics, with detailed scoring rules such as a 4-point rubric for elaborated written communication. Trained Chicago teachers scored each item independently by two scorers, and "Using Rasch analysis, the scores on the separate standards were combined to construct a scale of authentic intellectual work which we then divided into four categories": no challenge, minimal challenge, moderate challenge, and extensive challenge.

Design Implications¶

Context¶

Requirements¶

• Trained scorers and subject-specific scoring manuals; assignments and student work scored against grade-level expectations

Constraints¶

• Student work standards cover only construction of knowledge and disciplined inquiry, because judging value beyond school would have required additional student data unavailable to the researchers

Target Learners¶

• students in grades three, six, and eight

Target Learning Goals¶

• authentic intellectual work in writing and mathematics

Affordances¶

• Authentic Intellectual Work Three Criteria

Claims¶

• A majority of writing and mathematics assignments in 12 Chicago Annenberg schools fell into the lowest two challenge categories [+W]
• Writing assignments made more challenging demands than mathematics assignments across all three grades, with grade-level patterns differing by subject [+W]
• Exposure to high-quality assignments predicted substantially higher IGAP reading, mathematics, and writing performance (effect sizes 0.43, 0.64, 0.52) [+M]

Related Elements¶

• Assignment-scoring standards and rubrics for authentic intellectual work in writing and mathematics
• Rubric
• Chicago Annenberg classroom assignment collection and scoring system
• Authentic Instructional Assessments (AIA)

Examples¶

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Key Sources¶

• Newmann, F. M., Lopez, G., & Bryk, A. S. (1998). The Quality of Intellectual Work in Chicago Schools: A Baseline Report. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/quality-intellectual-work-chicago-schools-baseline-report