“Much of what passes for authentic curriculum and authentic assessment … seems to miss the point by giving in to the search for entertainment and avoidance of boredom rather than in pursuit of clear purposes and powerful learning.” : “Much of what passes for authentic curriculum and authentic assessment … seems to miss the point by giving in to the search for entertainment and avoidance of boredom rather than in pursuit of clear purposes and powerful learning.” Deborah Meier
School Development for Authentic Intellectual Work: The Research Base : School Development for Authentic Intellectual Work: The Research Base
M. Bruce King
Wisconsin Center for Education Research
University of Wisconsin-Madison
How is Powerful Student Learning Best Defined? : How is Powerful Student Learning Best Defined? “Basic” Knowledge and Skills are Essential.
The “New Basics” Includes Authentic Intellectual Work.
What is Authentic Intellectual Work?
Authentic Intellectual Work Three Criteria : Authentic Intellectual Work Three Criteria Construction of Knowledge
Disciplined Inquiry
Knowledge Base
In Depth Understanding
Elaborated Communication
Value Beyond School
Authentic Pedagogy: : Authentic Pedagogy: Pedagogy = Assessment Tasks and Instruction
What to Look For?
Practices and Techniques
Quality of Intellectual Work
Does Authentic Pedagogy Boost Student Achievement? Research Results : Does Authentic Pedagogy Boost Student Achievement? Research Results A. Authentic Pedagogy and
Authentic Achievement B. Authentic Pedagogy and
Conventional Achievement
A. Authentic Pedagogy and Authentic Achievement : A. Authentic Pedagogy and Authentic Achievement Center on Organization and Restructuring of Schools (CORS) Field Study:
130 Classrooms in 24 Restructuring Elementary, Middle, and High Schools Nationwide, 1991-1995.
Mathematics and Social Studies Authentic Student Performance in Classes with Low, Average, and High Levels of Authentic Pedagogy 24 Restructuring Elementary, Middle, and High Schools : Mathematics and Social Studies Authentic Student Performance in Classes with Low, Average, and High Levels of Authentic Pedagogy 24 Restructuring Elementary, Middle, and High Schools Authentic Performance Score: Mathematics and Social Studies Combined
A. Authentic Pedagogy and Authentic Achievement : A. Authentic Pedagogy and Authentic Achievement Chicago Annenberg Research Project Field Study:
74 Teachers in 12 Chicago Elementary Schools (K-8), 1996-1997.
Writing and Mathematics Authentic Student Performance According to Authentic Intellectual Quality of Teachers’ Assignments in 12 Chicago Schools : Writing and Mathematics Authentic Student Performance According to Authentic Intellectual Quality of Teachers’ Assignments in 12 Chicago Schools 0 10 20 30 40 50 60 70 80 90 Writing 3rd Grade Writing 6th Grade Writing 8th Grade Percentile Ranking CLASSROOMS WITH HIGH AUTHENTIC INTELLECTUAL QUALILTY ASSIGNMENTS (top quartile) CLASSROOMS WITH LOW AUTHENTIC INTELLECTUAL QUALITY ASSIGNMENTS (bottom quartile)
Math Math Math
A. Authentic Pedagogy and Authentic Achievement : A. Authentic Pedagogy and Authentic Achievement Minnesota Observed Instruction Study:
5 Teachers, 12 History Classes in 1 High School, Unit on Immigration, 1998.
Authentic Student Performance in Social Studies Associated with High vs Low Authentic Instruction 1 High School, 5 teachers, 12 classes, 116 Students : Authentic Student Performance in Social Studies Associated with High vs Low Authentic Instruction 1 High School, 5 teachers, 12 classes, 116 Students 0 2 4 6 8 10 12 Authentic Intellectual Quality of Instruction Authentic Performance Score Low Quality (1 SD Below Mean on Instruction) High Quality (1 SD Above Mean on Instruction)
Authentic Pedagogy and Authentic Achievement : Authentic Pedagogy and Authentic Achievement Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities:
32 Teachers, 4 High Schools with Inclusion, 1999-2002
Main Research Question
What are critical features of instruction, assessment, and support strategies that promote authentic understanding, achievement, (and performance) for all students?
Research Question 1 The comprehensive analysis : Research Question 1 The comprehensive analysis Examined assessment tasks and student work completed for those tasks from the eight classrooms at each of the four schools.
78 tasks and 1342 pieces of student work were rated. 21% of the work from students with mild to moderate disabilities.
Authentic performance for students with and without disabilities in the classes with highest and lowest authentic task : Authentic performance for students with and without disabilities in the classes with highest and lowest authentic task
Research Question 1 The contrasting tasks analysis : Research Question 1 The contrasting tasks analysis Explored how students, both with and without disabilities, performed on tasks reflecting radically different levels of authentic intellectual demand.
Five teachers, four subject areas, from two of the RISER schools each submitted two tasks, one high in authenticity and one low, and the student work for the tasks. The analysis included 178 work samples from 89 students, 16 (18%) with disabilities.
Authentic performance for students with and without disabilities on low and high tasks : Authentic performance for students with and without disabilities on low and high tasks
Research Question 1 The lessons and task analysis : Research Question 1 The lessons and task analysis Examined the connection between instruction, assessment tasks, and student work for a specified unit of study.
Seven teachers [math (2), English/language arts (2), and social studies (3)], from 3 schools. Five 5 days of instruction and unit assessment tasks were rated. Student work from 138 students, 43 (31%) with disabilities were rated. Students’ academic competence, as a measure of prior achievement levels, was also considered in the analysis.
Authentic performance for students with and without disabilities in classes with varying levels of authentic instruction : Authentic performance for students with and without disabilities in classes with varying levels of authentic instruction
Summary of Evidence: Authentic Pedagogy and Authentic Achievement : Summary of Evidence: Authentic Pedagogy and Authentic Achievement Center on Organization and Restructuring of Schools Field Study:
130 Classrooms in 24 Restructuring Elementary, Middle and High Schools Nationwide, 1991-1994.
Chicago Annenberg Research Project Field Study:
74 Teachers in 12 Chicago Elementary Schools, 1996-1997.
Minnesota Observed Instruction Study:
5 Teachers, 12 History Classes in 1 High School, Unit on Immigration, 1998.
Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities:
32 Teachers, 4 High Schools with Inclusion, 1999-2002.
B. Authentic Pedagogy and Conventional Achievement : B. Authentic Pedagogy and Conventional Achievement National Education Longitudinal Study, 1988-1992 (NELS).
10,000 Students in 1,000 High Schools. Survey Data on Instruction, National Multiple Choice Test.
High School Mathematics and Science Conventional Achievement Gains According to Levels of Authentic Instruction in 1000 schools (NELS Survey) : High School Mathematics and Science Conventional Achievement Gains According to Levels of Authentic Instruction in 1000 schools (NELS Survey) Mathematics 0 1 2 3 4 5 6 7 8 9 10 Grades 8 to 10 Grades 10 to 12 Gains in Achievement Science 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 Grades 8 to 10 Grades 10 to 12 Gains in Achievement
High School Authentic Instruction and Conventional Achievement for Low and High Socioeconomic Students : High School Authentic Instruction and Conventional Achievement for Low and High Socioeconomic Students 15 17 19 21 23 25 27 8th Grade 10th Grade 12th Grade Science Score (IRT Scale) Low Authentic Instruction School
High School Authentic Instruction and Conventional Achievement for Low and High Socioeconomic Students : High School Authentic Instruction and Conventional Achievement for Low and High Socioeconomic Students 15 17 19 21 23 25 27 8th Grade 10th Grade 12th Grade Science Score (IRT Scale) High Authentic Instruction School
B. Authentic Pedagogy and Conventional Achievement : B. Authentic Pedagogy and Conventional Achievement Chicago Annenberg Research Project. Authentic Assignments and Standardized Test (ITBS) Gains.
124 Teachers in 46 Chicago Elementary Schools (K-8), 1997-1999.
Elementary Students’ Gains in Reading and Mathematics on the ITBS According to Authentic Quality of Teachers’ Assignments in Writing and Mathematics in 46 Chicago Schools Gain Scores Averaged Across Grades 3, 6, 8 for 96-97, 98-98, 98-99 : Elementary Students’ Gains in Reading and Mathematics on the ITBS According to Authentic Quality of Teachers’ Assignments in Writing and Mathematics in 46 Chicago Schools Gain Scores Averaged Across Grades 3, 6, 8 for 96-97, 98-98, 98-99 0 0.2 0.4 0.6 0.8 1 1.2 1.4 Reading Math One Year ITBS Gains Average 1- Year Gain
in Chicago Schools
Elementary Students’ Achievement in Reading and Mathematics Achievement on the IGAP According to Authentic Intellectual Quality of Teachers’ Assignments in Writing and Mathematics in 46 Chicago Schools Scores Averaged Across Grades 3, 6, 8 for 1997, 1998, 1999 : Elementary Students’ Achievement in Reading and Mathematics Achievement on the IGAP According to Authentic Intellectual Quality of Teachers’ Assignments in Writing and Mathematics in 46 Chicago Schools Scores Averaged Across Grades 3, 6, 8 for 1997, 1998, 1999 100 120 140 160 180 200 220 240 IGAP Reading IGAP Math
Elementary Students’ Writing Achievement on IGAP According to Authentic Intellectual Quality of Teachers’ Writing Assignments in 46 Chicago Schools Scores Averaged Across Grades 3, 6, 8 for 1997, 1998, 1999 : Elementary Students’ Writing Achievement on IGAP According to Authentic Intellectual Quality of Teachers’ Writing Assignments in 46 Chicago Schools Scores Averaged Across Grades 3, 6, 8 for 1997, 1998, 1999
6 8 10 12 14 16 18 20 22 IGAP Writing
B. Authentic Pedagogy and Conventional Achievement : B. Authentic Pedagogy and Conventional Achievement Chicago Annenberg Research Project. Survey of Interactive Instruction and Standardized Test Gains (ITBS).
7200 Classes in 400 Chicago Elementary Schools, 1996- 1997.
Elementary Students’ Gains on the ITBS in Reading and Mathematics According with Low and High Use of Interactive Instruction 400 Chicago Elementary Schools, Grades 3, 6, 8 : Elementary Students’ Gains on the ITBS in Reading and Mathematics According with Low and High Use of Interactive Instruction 400 Chicago Elementary Schools, Grades 3, 6, 8 -8% -6% -4% -2% 0% 2% 4% 6% 8% Level of Interactive Instruction Percent Gain or Loss Compared to the Chicago Average Gain Math Low Use (1sd below mean) Reading Low Use (1sd below mean) Math High Use (1sd above mean) Reading High Use (1sd above mean) City Average
1-year gain
B. Authentic Pedagogy and Conventional Achievement : B. Authentic Pedagogy and Conventional Achievement
Comprehensive School Reform, 1998-present.
Three year Initiative at Washington Junior High School, Manitowoc, WI
Focus on Teaching and Learning of High Intellectual Quality
Results of 8th Grade Wisconsin Knowledge and Concept Exam, WJHS, 1998-2002 Percent of Students at the Advanced and Proficient Levels : Results of 8th Grade Wisconsin Knowledge and Concept Exam, WJHS, 1998-2002 Percent of Students at the Advanced and Proficient Levels
Results of 8th Grade Wisconsin Knowledge and Concept Exam, WJHS, 1998-2002 Percent at Advanced and Proficient Levels : Results of 8th Grade Wisconsin Knowledge and Concept Exam, WJHS, 1998-2002 Percent at Advanced and Proficient Levels
Equity, Wisconsin Knowledge and Concept Exam, WJHS Percent at Advanced and Proficient Levels Reading : Equity, Wisconsin Knowledge and Concept Exam, WJHS Percent at Advanced and Proficient Levels Reading
Equity, Wisconsin Knowledge and Concept Exam, WJHS Percent at Advanced and Proficient Levels Math : Equity, Wisconsin Knowledge and Concept Exam, WJHS Percent at Advanced and Proficient Levels Math
Summary of Evidence: Authentic Pedagogy and Conventional Achievement : Summary of Evidence: Authentic Pedagogy and Conventional Achievement National Education Longitudinal Study, 1998-1992.
10,000 Students in 1,000 High Schools. Survey Data on Instruction, National Multiple Choice Test.
Chicago Annenberg Research Project. Authentic Assignments and Standardized Test (ITBS) Gains.
124 Teachers in 46 Chicago Elementary Schools, 1997-1999.
Chicago Annenberg Research Project. Survey of Interactive Instruction and Standardized Test Gains (ITBS).
7200 Classes in 400 Chicago Elementary Schools, 1996-1997.
Comprehensive School Reform Initiative
Wisconsin Knowledge and Concepts Exam, Washington Jr High, grade 8.
Does Authentic Pedagogy Boost Student Achievement? : Does Authentic Pedagogy Boost Student Achievement? Authentic Achievement: Math, Social Studies, Writing, Science
Conventional Achievement: Math, Science, Social Studies, Reading, Writing
** Does not include related research on constructivist teaching, inquiry-based learning, etc.
Authentic Intellectual Work : Authentic Intellectual Work Samples of Two Tasks,
Middle School Social Studies
A Sixth Grade Social Studies Tasks Awesome Almanac Activity : A Sixth Grade Social Studies Tasks Awesome Almanac Activity This almanac activity relates to the Presidents of the United States. You will be responsible for creating a mobile featuring one president. Your mobile will consist of three index cards. Each card will include specific information about your president.
Card #1 Your president’s name, date of birth, and date of death, if applicable will be featured on this card.
Card #2 Information about your president’s education and his life before becoming president will be featured on this card.
Card #3 A memorable event that took place during his presidency will be highlighted on this card.
Awesome Almanac Activity, con’t. : Awesome Almanac Activity, con’t. Each card is required to have illustrations – in color – relating the information on the card. You need to include information and/or illustrations on both sides of all three cards.
Your cards must be attached in 1, 2, and 3 order with string or yarn, provided by you, and READY TO HANG when due.
Your name must be in an obvious place on Card #3.
This assignment is worth 25 points: 5 points per card, 5 points for following directions, and 5 points for neatness. 5 extra points may be awarded for incredible creativity.
An Eighth Grade History Task : An Eighth Grade History Task You are to play the role of an advisor to President Nixon after his election to office in 1968. As his advisor, you are to make a recommendation about the United States’ involvement in Vietnam.
Write a persuasive essay. Your paper is to be organized around three main parts:
An introduction that shows an understanding of the Vietnam War up to this point by explaining who is involved in the war and what their objectives are. Also in the introduction, you are to state a recommendation in one or two sentences to make the advice clear.
The body of the paper should be written to convince the President to follow your advice by discussing:
a. The pros of the advice, including statistics, dates, examples and general information to be authoritative;
b. The cons of the advice, letting the President know that you are aware of how others might disagree. Anticipate one or two recommendations that others might give, and explain why they are not the best advice.
The conclusion makes a final appeal for your recommendation and sells the President on the advice.