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The Instructional Quality Assessment as a tool for reflecting on instructional practice

The Instructional Quality Assessment as a tool for reflecting on instructional practice The Instructional Quality Assessment (IQA) identifies the nature and quality of classroom instruction by considering students’ opportunities to engage in cognitively demanding mathematical work and discussions. The IQA assesses ambitious mathematics instruction based on the following dimensions: potential of the task, task implementation, rigor of the discussion, teacher’s questions, and accountable talk (e.g., teacher’s and students’ talk moves related to linking and press). The IQA rubrics have been tested for reliability and validity by the IQA team and external researchers. The IQA has previously been used in research to assess ambitious mathematics instruction. Through looking at three episodes of classroom instruction, this article will highlight how the IQA can go beyond assessing instruction and serve as a tool to enhance instruction by providing formative feedback to mathematics teachers targeted towards planning and implementing cognitively demanding tasks. While the IQA’s specific focus on assessing ambitious mathematics instruction may limit its applicability in research, when used as a professional learning tool, the IQA rubrics can provide explicit pointers to frame teachers’ learning, self-reflection, and instructional change. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ZDM Springer Journals

The Instructional Quality Assessment as a tool for reflecting on instructional practice

Boston, Melissa; Candela, Amber
ZDM , Volume 50 (3) – Jan 29, 2018
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18 pages

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Publisher
Springer Journals
Copyright
Copyright © 2018 by FIZ Karlsruhe
Subject
Education; Mathematics Education; Mathematics, general
ISSN
1863-9690
eISSN
1863-9704
DOI
10.1007/s11858-018-0916-6
Publisher site
See Article on Publisher Site

Abstract

The Instructional Quality Assessment (IQA) identifies the nature and quality of classroom instruction by considering students’ opportunities to engage in cognitively demanding mathematical work and discussions. The IQA assesses ambitious mathematics instruction based on the following dimensions: potential of the task, task implementation, rigor of the discussion, teacher’s questions, and accountable talk (e.g., teacher’s and students’ talk moves related to linking and press). The IQA rubrics have been tested for reliability and validity by the IQA team and external researchers. The IQA has previously been used in research to assess ambitious mathematics instruction. Through looking at three episodes of classroom instruction, this article will highlight how the IQA can go beyond assessing instruction and serve as a tool to enhance instruction by providing formative feedback to mathematics teachers targeted towards planning and implementing cognitively demanding tasks. While the IQA’s specific focus on assessing ambitious mathematics instruction may limit its applicability in research, when used as a professional learning tool, the IQA rubrics can provide explicit pointers to frame teachers’ learning, self-reflection, and instructional change.

Journal

ZDM – Springer Journals

Published: Jan 29, 2018

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