Authentic intellectual work framework: construction of knowledge through disciplined inquiry producing products with value beyond school¶

Theory · All theories
Evidence · 7 claims (5 for, 1 mixed, 1 against) · 3 studies (2 associational, 1 theoretical), q2–q3 · 1 of 3 report an effect size · 6 claims rest on one study

Description¶

The report defines authentic intellectual work as a standard for judging the intellectual quality of teaching and learning, contrasting it with routine school tasks. It states that "authentic intellectual work involves original application of knowledge and skills" rather than routine use of facts and procedures, entails disciplined inquiry, and yields products with meaning beyond school success. The three criteria are construction of knowledge, disciplined inquiry (prior knowledge base, in-depth understanding, elaborated communication), and value beyond school.

Design Implications¶

Context¶

Requirements¶

• All three criteria must be present for work to be fully authentic; the report states all three criteria are important and that authenticity is diminished when any one is missing
• All three criteria are important; an assignment meeting only some criteria falls short of authentic intellectual work as the article's examples show

Constraints¶

• The standards do not prescribe precise knowledge, skills, or dispositions for the curriculum; repetitive practice and memorization remain necessary foundations and are not to be abolished
• The framework was applied to writing and mathematics assignments in grades three, six, and eight of Chicago elementary schools

Target Learners¶

• elementary and middle-grades students in urban public schools
• elementary students in grades 3, 6, and 8 in urban public schools

Target Learning Objectives¶

• complex intellectual work: construction of knowledge, disciplined inquiry, elaborated communication, and products with value beyond school
• complex intellectual activity including interpretation, analysis, synthesis, and elaborated communication, alongside basic skills

Claims¶

• The report cites research evidence that students exposed to authentic intellectual challenges are more engaged than students given conventional schoolwork [+W]
• A majority of writing and mathematics assignments in 12 Chicago Annenberg schools fell into the lowest two challenge categories [-M]
• Writing assignments made more challenging demands than mathematics assignments across all three grades, with grade-level patterns differing by subject [~M]
• Authentic Assignments Greater Itbs Gains [+M]
• Authentic Assignments Igap Value Added [+M]
• Classroom composition (prior achievement, race, socioeconomic status, gender) showed virtually no relationship to exposure to high-quality assignments [+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 Theories¶

• Authentic intellectual work framework: construction of knowledge, elaborated written communication, and connection to students' lives

Examples¶

• Scoring standards and rubrics for assignments and student work in writing and mathematics
• Authentic Audiences and Purposes
• Assignment-scoring standards and rubrics for authentic intellectual work in writing and mathematics

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
• 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