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Teachers' Assignments and Student Work: Opening a Window on Classroom Practice. CSE Report.

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Title: Teachers' Assignments and Student Work: Opening a Window on Classroom Practice. CSE Report.
Language: English
Authors: Matsumura, Lindsay Clare, National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA., California Univ., Los Angeles. Center for the Study of Evaluation.
Peer Reviewed: N
Page Count: 50
Publication Date: 2003
Sponsoring Agency: Stuart Foundation, San Francisco, CA.
Annenberg Foundation, St. Davids, PA.
Los Angeles Unified School District, CA.
Office of Educational Research and Improvement (ED), Washington, DC.
Contract Number: PR/No.98-85
PR/No.0100786
R305B960002
PR/No.014
Report Number: CSE-R-602
Document Type: Information Analyses
Descriptors: Academic Achievement, Assignments, Educational Practices, Elementary Secondary Education, Interrater Reliability, Teachers, Teaching Methods
Geographic Terms: U.S.; California
Abstract: This report describes 4 years of research by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) on developing indicators of classroom practice that have the potential to be used in large-scale settings and that draw attention to important aspects of standards-based learning and instruction. CRESSTs method was based on the collection of teachers' assignments with student work. The assignments were then rated and results were summarized to create indicators of classroom practice. Results to date indicate an acceptable level of interrater reliability across study years. It likely would be necessary to collect as many as three or four assignments from teacher to obtain a stable estimate of quality. Additionally, this method was reliable when teachers created their own assignments, but not when teachers submitted assignments created by outside sources. 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 cleared grading criteria also made greater gains on the Stanford Test of Achievement, Ninth Edition (Stanford 9). The quality of teachers' assignments submitted at each of the study years, however, tended to be of basic quality only. Teachers' reactions to the data collection and implications for the use of this method in collaborative professional development sessions also are discussed. (Contains 5 figures, 1 table, and 73 references.) (Author/SLD)
Journal Code: RIEMAY2004
Entry Date: 2004
Accession Number: ED480902
Database: ERIC
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  Data: Teachers' Assignments and Student Work: Opening a Window on Classroom Practice. CSE Report.
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  Data: <searchLink fieldCode="AR" term="%22Matsumura%2C+Lindsay+Clare%22">Matsumura, Lindsay Clare</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Research+on+Evaluation%2C+Standards%2C+and+Student+Testing%2C+Los+Angeles%2C+CA%2E%22">National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.</searchLink><br /><searchLink fieldCode="AR" term="%22California+Univ%2E%2C+Los+Angeles%2E+Center+for+the+Study+of+Evaluation%2E%22">California Univ., Los Angeles. Center for the Study of Evaluation.</searchLink>
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  Data: 50
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  Data: Stuart Foundation, San Francisco, CA.<br />Annenberg Foundation, St. Davids, PA.<br />Los Angeles Unified School District, CA.<br />Office of Educational Research and Improvement (ED), Washington, DC.
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  Data: PR/No.98-85<br />PR/No.0100786<br />R305B960002<br />PR/No.014
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  Data: This report describes 4 years of research by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) on developing indicators of classroom practice that have the potential to be used in large-scale settings and that draw attention to important aspects of standards-based learning and instruction. CRESSTs method was based on the collection of teachers' assignments with student work. The assignments were then rated and results were summarized to create indicators of classroom practice. Results to date indicate an acceptable level of interrater reliability across study years. It likely would be necessary to collect as many as three or four assignments from teacher to obtain a stable estimate of quality. Additionally, this method was reliable when teachers created their own assignments, but not when teachers submitted assignments created by outside sources. 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 cleared grading criteria also made greater gains on the Stanford Test of Achievement, Ninth Edition (Stanford 9). The quality of teachers' assignments submitted at each of the study years, however, tended to be of basic quality only. Teachers' reactions to the data collection and implications for the use of this method in collaborative professional development sessions also are discussed. (Contains 5 figures, 1 table, and 73 references.) (Author/SLD)
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 50
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Assignments
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Interrater Reliability
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: U.S.; California
        Type: general
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      – TitleFull: Teachers' Assignments and Student Work: Opening a Window on Classroom Practice. CSE Report.
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            NameFull: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
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            NameFull: California Univ., Los Angeles. Center for the Study of Evaluation.
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            NameFull: Matsumura, Lindsay Clare
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