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Tool Name
Instructional Quality Assessment (IQA) and the IQA Toolkit

Evaluation Type
Instructional Artifacts

Subject
Mathematics specific
Language Arts specific

Grade
Elementary Grades only
Middle Grades only

Use of Evaluation
Formative
Summative

URL
http://www.cse.ucla.edu/products/reports/r671.pdf  

Developer
This product was developed by the Learning Research and Development Center at the University of Pittsburgh.

Product Description
The IQA was created to assess the design and grading of student tasks, academic rigor, expectations, self-management of learning, and accountable talk. The IQA consists of approximately 20 rubrics organized into three clusters. Pilot versions of the IQA have been developed for Mathematics and Reading Comprehension at the primary and upper elementary levels. The IQA focuses on investigating the quality of classroom talk, the academic rigor of lessons and teacher-generated assignments, and the clarity and rigor of teachers’ expectations for student performance. The IQA was developed to provide information to researchers and district personnel about the quality of instructional practice at a single point in time for summative evaluation purposes and descriptors of good instructional practice for teachers’ performance for formative evaluation purposes.

General Target Population Information
The IQA was designed to assess teachers in Grades K–8 mathematics and English/language arts classrooms through classroom observation, student interviews, teacher interviews, and teacher-generated assignments.

Stage of Teacher Development

The IQA was designed for teachers at all levels.


Users
This assessment has been used by researchers from multiple institutions including the University of Pittsburgh, Vanderbilt University, and MDRC.

Research and Resources

Crosson, A., Junker, B. W., Clare Matsumura, L. C., & Resnick, L. B. (2004, April). The Instructional Quality Assessment as a professional development tool. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Junker, B., Weisberg, Y., Matsumura, L. C., Crosson, A., Wolf, M. K., Levinson, A., et al. (2006). Overview of the Instructional Quality Assessment (CSE Technical Report 671). Los Angeles, CA: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing. Retrieved April 2, 2010, from http://www.cse.ucla.edu/products/reports/r671.pdf

Matsumura, L. C., Garnier, H., Slater, S. C., & Boston, M. B. (2008). Measuring instructional interactions "at-scale." Educational Assessment, 13(4), 267–300.

Matsumura, L. C., Slater, S. C., Junker, B., Peterson, M., Boston, M., Steele, M., & Resnick, L. (2006). Measuring reading comprehension and mathematics instruction in urban middle schools: A pilot study of the Instructional Quality Assessment (CSE Technical Report 681). Los Angeles: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing. Retrieved April 2, 2010, from http://www.cse.ucla.edu/products/reports/R681.pdf


Cost
The IQA rubrics are free to the public and can be accessed through the Center for Standards, Evaluation and Student Testing website (CSE Technical Report 681; See Appendix A): http://www.cse.ucla.edu/products/reports/R681.pdf  

Contact Information
Brian Junker
Associate Professor and Associate Head
Statistics
Carnegie Mellon University Robotics Institute
5000 Forbes Ave.
Pittsburgh, PA 15213
E-Mail: brian@stat.cmu.edu

Support Available
The IQA rubrics are free to the public and can be accessed through the Center for Standards, Evaluation and Student Testing website (CSE Technical Report 681; See Appendix A): http://www.cse.ucla.edu/products/reports/R681.pdf