Classroom assignments as measures of teaching quality
Classroom assignments as measures of teaching quality
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课堂作业作为教学质量的衡量标准
DOI：
10.1016/j.learninstruc.2017.08.001
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发表时间：
2017-09
影响因子：
6.2
通讯作者：
Jeanette Joyce;D. Gitomer;Charles J. Iaconangelo
中科院分区：
文献类型：
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作者：
Jeanette Joyce;D. Gitomer;Charles J. Iaconangelo
我们调查了课堂作业和学生作业，以确定作业在教学质量和有效性方面的重要特征，作为教学质量的衡量标准。我们在一个大型项目中研究了作业质量，该项目探索了多种措施，包括课堂观察，教师知识措施和基于学生成绩的增值估计。分析包括描述性统计，多变量分析，以了解因素的得分方差，以及相关分析，探索分配分数的关系，以其他措施。结果表明，相对较低的需求水平，在所有的教师作业，数学（数学）和英语语言艺术（ELA）的分数分布的显着差异，以及什么是要求和学生产生的实质性关系。作业分数，课堂特征，和其他教学质量的措施之间的关系进行了检查这两个领域。这些发现有助于我们理解的性质和因素与任务质量的智力需求。
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.