Classroom assignments as measures of teaching quality.

We investigate classroom assignments and resulting student work to identify important characteristics of assignments in terms of instructional quality and their validity as measures of teaching quality. We examine assignment quality within a large-scale project exploring multiple measures including classroom observations, teacher knowledge measures, and value-added estimates based on student achievement scores. Analyses included descriptive statistics, multivariate analyses to understand factors contributing to score variance, and correlational analyses exploring the relationship of assignment scores to other measures.

Teaching Through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System-Secondary.

Valid measurement of how students' experiences in secondary school classrooms lead to gains in learning requires a developmental approach to conceptualizing classroom processes. This article presents a potentially useful theoretical model, the Teaching Through Interactions framework, which posits teacher-student interactions as a central driver for student learning and that teacher-student interactions can be organized into three major domains. Results from 1,482 classrooms provide evidence for distinct emotional, organizational, and instructional domains of teacher-student interaction.