Researchers
at CRESST (see 2003
reports by Lindsay Clare Matsumura) have examined the
usefulness of scoring teachers assignments on a variety
of dimensions and shown that the quality of classroom assignments
was associated with the quality of observed instruction,
as well as the quality of students' written work. Students
who were exposed to teachers who created more cognitively
challenging assignments and who had clearer grading criteria
also had greater gains on the Stanford Test of Achievement,
9th Edition.
- SERVE
has found the CRESST Quality Assignment Rubric to be very
helpful in providing a lens for teachers to use in examining
the quality of their assignments. Download a SERVE Article
with the CRESST rubric.
- CRESST
also has developed training manuals at the elementary,
middle, and high school levels that explain the quality
assignment rubric in detail with actual examples. (See
CRESST
Teacher Pages).
A
Chicago study collected writing and math assignments in 3rd,
6th, and 8th grade and used a rubric for authentic intellectual
work to score them. In a subsequent study of the relationship
between assignment quality and standardized tests, the authors
concluded that students learn more in classrooms with high
quality assignments. See Consortium on Chicago School Research
for Authentic
Intellectual Work and Standardized Tests: Conflict or Coexistence?
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