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Classroom assignments as measures of teaching quality

机译：课堂作业作为教学质量的衡量标准

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摘要

We investigate classroom assignments and resulting student work to identify important characteristics of assignments in terms of instructional quality and their validity as measures of teaching quality. We examine assignment quality within a large-scale project exploring multiple measures including classroom observations, teacher knowledge measures, and value-added estimates based on student achievement scores. Analyses included descriptive statistics, multivariate analyses to understand factors contributing to score variance, and correlational analyses exploring the relationship of assignment scores to other measures. Results indicate relatively low demand levels in all teacher assignments, a marked difference in score distributions for mathematics (math) and English language arts (ELA), and a substantial relationship between what was asked of and produced by students. Relationships between assignments scores, classroom characteristics, and other measures of teaching quality are examined for both domains. These findings help us understand the nature of and factors associated with assignment quality in terms of intellectual demand.
机译：我们调查课堂作业和由此产生的学生作业，以根据教学质量及其作为教学质量度量的有效性来确定作业的重要特征。我们在一个大型项目中检查作业质量，该项目探索包括课堂观察，教师知识测度和基于学生成绩得分的增值估算在内的多种测度。分析包括描述性统计，多元分析以了解导致得分差异的因素，以及相关分析，探讨分配分数与其他度量之间的关系。结果表明，在所有教师作业中需求水平相对较低，数学（数学）和英语语言（ELA）的分数分布存在显着差异，并且学生提出的要求与所产生的要求之间存在实质性的关系。对于这两个领域，都检查了作业分数，课堂特征和其他教学质量度量之间的关系。这些发现有助于我们从智力需求的角度理解任务质量的性质和相关因素。

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