1. Research Questions  What is the nature of the distribution of assignment quality dimensions of rigor, knowledge construction, and relevance in Math and ELA?  How do these dimensions compare between assignments that teachers identify as typical and challenging?  How are assignment scales affected by teacher characteristics, classroom demographics, and school or districts policies?  What are the implications for program/policy? Research Questions  What is the nature of the distribution of assignment quality dimensions of rigor, knowledge construction, and relevance in Math and ELA?  How do these dimensions compare between assignments that teachers identify as typical and challenging?  How are assignment scales affected by teacher characteristics, classroom demographics, and school or districts policies?  What are the implications for program/policy? Methodology SAMPLE: Collected assignments(4 typical and 2 challenging) from 225 teachers in Math and ELA across 47 middle schools during August 2009 - July 2010 and August 2010 - July 2011 as part of UTQ study. Teachers make the decision about what is typical and what is challenging. SCORING PROCEDURES:  Each artifact (assignment) scored separately  All assignments scored together (typical and challenging)  Each scale scored separately (3 or 4 pt scales)  Essentially 3 scoring sessions for each domain (3 scales for math assignments, 3 for ELA assignments)  ELA and Math each scored by domain-specific raters  ~20% of artifacts double scored  Used Chicago Intellectual Demand of Assignment Protocol(Wenzel)  An average score was adjusted for rater and scale effects(Linacre). TEACHER ASSIGNMENT SCALES: ELA 1-Elaborated Communication(scored differently for Narrative v Expository Writing)1-4 2-Construction of Knowledge 1-3 3-Language Conventions 1-4 Math1-Written Mathematical Communication 1-3 2-Conceptual Understanding 1-4 3-Relevant Context and Real World Connection 1-4 Analyses  Descriptive statistics(mean, sd, distributions) for assignments  Generalized linear model for exploration of factors in variance by domain(math/ELA) and scale Results Discussion Dimensions of Classroom Assignment Quality: An Investigation of the Factors Affecting Challenging Work for All Students  District policy may affect intellectual demand of assignments through adoption of curricular materials  Relevance is lacking in most assignments and does not improve when moving from typical to challenging work in either Math or ELA.  For ELA, classroom makeup is a strong predictor of lower demand assignments. There is a high level of variance among schools.  A seasonal effect, with lower demand assignments in the spring, may be partially explained by standardized test preparation. Assignment quality dimensions can open a window into teacher practice. Level of challenge matters, and varies from classroom to classroom and teacher to teacher. Jeanette Joyce, Charlie Iaconangelo, Drew Gitomer Rutgers Graduate School of Education Purpose Policymakers and educators are seeking tools to allow them to gauge the quality of both teaching and learning, often using comprehensive assessments, observation protocols, and even reflective practices. One area that has not yet received in depth consideration is the work that takes place in the classroom. Assignments, such as quizzes, tests, in-class work, and homework, can open a window into the quality teacher practice as well as student learning. To what extent do classroom assignments provide insight into instructional quality? We investigate measures of classroom assignment quality and resulting student work using multiple dimensions to identify important instructional characteristics of classrooms and develop a more comprehensive understanding of instructional quality is made available to all students. These insights can be used by teachers for assessment of student understanding and critical thinking skills and can add to the information available to assess teachers’ practice. Purpose Policymakers and educators are seeking tools to allow them to gauge the quality of both teaching and learning, often using comprehensive assessments, observation protocols, and even reflective practices. One area that has not yet received in depth consideration is the work that takes place in the classroom. Assignments, such as quizzes, tests, in-class work, and homework, can open a window into the quality teacher practice as well as student learning. To what extent do classroom assignments provide insight into instructional quality? We investigate measures of classroom assignment quality and resulting student work using multiple dimensions to identify important instructional characteristics of classrooms and develop a more comprehensive understanding of instructional quality is made available to all students. These insights can be used by teachers for assessment of student understanding and critical thinking skills and can add to the information available to assess teachers’ practice. Implication Questions  Why are minority and lower SES children getting lower demand ELA assignments?  Why are most math assignments merely procedural?  Should pre-service and professional development provide specific insights into the development of higher demand assignments?  Should teacher assignment artifacts contribute to assessment of teacher practice? Implication Questions  Why are minority and lower SES children getting lower demand ELA assignments?  Why are most math assignments merely procedural?  Should pre-service and professional development provide specific insights into the development of higher demand assignments?  Should teacher assignment artifacts contribute to assessment of teacher practice? Copyright Colin Purrington ( http://colinpurrington.com/tips/academic/posterdesign) http://colinpurrington.com/tips/academic/posterdesign Factors tested in glm included: Assignment type, District, Grade, Season, Teacher characteristics (VAM, CKT), Classroom demographics (Prior Achievement, %SpEd, FRPL, Minority, Gifted, ELL) Season, District & TypeSeason, Type, %ELL, Prior Ach No significant predictorsSeason, Grade, Type, %Minority Grade, District, TypeSeason, Type, %Minority, %FRPL Contact: jeanette.joyce@gse.rutgers.edu Abstract In today’s climate of global educational accountability, we are interested in how teacher teach and how students learn. Assignments can provide insight into teaching practice as well as student learning. In a previous study, we had determined that overall assignment quality tended to be low, and that there were important differences between middle school Math And ELA in terms of assignment quality. In this current study, we look at components of intellectual demand to answer the following: what is the nature of assignment quality across scales for middle school Math and Language Arts for both typical and challenging categories? How are scores affected by teacher characteristics,class demographics, and institutional contributions? Results as well as implications for policy and practice are discussed. Abstract In today’s climate of global educational accountability, we are interested in how teacher teach and how students learn. Assignments can provide insight into teaching practice as well as student learning. In a previous study, we had determined that overall assignment quality tended to be low, and that there were important differences between middle school Math And ELA in terms of assignment quality. In this current study, we look at components of intellectual demand to answer the following: what is the nature of assignment quality across scales for middle school Math and Language Arts for both typical and challenging categories? How are scores affected by teacher characteristics,class demographics, and institutional contributions? Results as well as implications for policy and practice are discussed.