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Tool Name
Intellectual Demand Assignment Protocol (IDAP)

Evaluation Type
Instructional Artifacts

All Subjects

All Grades

Use of Evaluation

No URL is currently available for this instrument.

This product was developed by Fred Newmann and others at the Consortium on Chicago School Research.

Product Description
This tool is used to rate the intellectual demand and authenticity of teacher assignments and student work and related scores to achievement gains in mathematics and writing on standardized tests in Grades 3, 6, and 8. It examines the construction of knowledge, elaborated communication, and connection to student lives.

General Target Population Information
This protocol is designed to assess Grades 3–8 English/language arts and mathematics classrooms.

Stage of Teacher Development
Any Stage

The protocol is currently being used in the Understanding Teaching Quality (UTC) study conducted by ETS, the Rand Corporation, and the Institute for Social Research at the University of Michigan. Drew Gitomer, Ph.D., and Courtney Bell, Ph.D., of ETS are leading the study, which is funded by a four-year grant from the Bill & Melinda Gates Foundation.

Research and Resources

Newmann, F. M., Lopez, G., & Bryk, A. S. (1998). The quality of intellectural work in Chicago Schools: A baseline report. Chicago: Consortium on Chicago School Research. Retrieved April 2, 2010, from

Newmann, F. M., Byrk, A. S., & Nagaoka, J. (2001). Authentic intellectual work and standardized tests: Conflict or coexistance? Chicago: Consortium on Chicago School Research. Retrieved April 2, 2010, from  

Cost for use of this protocol has not been established.

Contact Information
Consortium on Chicago School Research
1313 E. 60th Street
Chicago, IL 60637
Phone: 773-702-3364
Fax: 773-702-2010

Support Available
Support may be available by contacting the Consortium on Chicago School Research.