ERIC ED390906: Authentic Pedagogy: Standards That Boost Student Performance.

17 Pages·1995·0.56 MB·English

by  ERIC

DOCUMENT RESUME
ED 390 906
TM 024 234
AUTHOR
Newmann, Fred M.
And Others
TITLE
Authentic Pedagogy: Standards That Boost Student
Performance.
INSTITUTION
Center on Organization and Restructuring of Schools,
Madison, WI.; Wisconsin Center for Education
Research, Madison.
SPONS AGENCY
Office of Educational Research and Improvement (ED),
Washington, DC.
PUB DATE
95
CONTRACT
R117Q00005-95
NOTE
17p.
AVAILABLE FROM
Center on Organization and Restructuring of Schools,
University of Wisconsin-Madison, 1025 West Johnson
Street, Madison, WI 53706;
Internet:[email protected] (free).
PUB TYPE
Reports
Evaluative/Feasibility (142)
Collected
Works
Serials (022)
JOURNAL CIT
Issues in Restructuring Schools; n8 Spr 1995
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
*Academic Achievement; Criteria; *Educational
Assessment; Educational Change; Elementary Secondary
Education; *Instructional Effectiveness; Mathematics;
*School Restructliring; Social Studies; *Standards;
*Teaching Methods
IDENTIFIERS
*Authentic Assessment
ABSTRACT
This report presents general criteria for authentic
pedagogy, instructional activities rooted in a primary
concern for
high standards of intellectual quality, as well
as more specific
standards that can be used to judge the quality of assessment tasks,
classroom lessons, and student performance. Examples
are given of
tasks, lessons, and student performance that
score well on these
standards. Evidence is also presented, based on a study of 24
restructured schools, that authentic pedagogy
can result in improved
student performance regardless of gender, race, ethnicity,
or
socioeconomic status. Three mathematics and social studies classes
at
each school, in grades 4 and 5,
7 and 8, and 9 and 10 were studied,
and each teacher was asked to submit at least 2 assessment tasks with
information on how the task was given to students. At least
two
samples of student work were received from 457. of students in the
classes studied. Although all of these schools had made significant
progress in structural reorganization, the quality of auLhentic
pedagogy varied widely, as did student performance. It
was apparent
that some teachers have barely begun the journey toward higher
quality instruction and assessment in spite of the
demonstrated
positive effects of authentic pedagogy and assessment
on student
achievement. Examples of tasks, lessons, and student performance
are
included. (Contains 3 tables and
figure.)
(SLD)
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U S. DEPARTMENT OF EDUCATION
Office al EdUCAIIVIIII Research and Imphmremeni
EDUCATIONAL RESOURCES INFORMATION
AutherThc Pedagogy: Standards
CENTER (ERIC)
reL
document has peen reproduced as
received Iron, the person Or Organization
That Boost Student Performance
onpinating
O Mmor changes have been made to improve
reDrOduCtrOn Chrahty
By Fred M. Newmann, [idea M. Marks and Adam Gamoran
Pornts 01 vie* or opinions stated rn this docu-
ment do nOt necesSerrly reptesent ottcal
OERI posrtiOn Or pOhcy
-PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
common theme runs through many of the current school-reform proposals: Students
F. Aje
r-t /9
AJ
should become "active learners," capable of solving complex problems and construct-
ing meaning that is grounded in real-world experience.
In this issue report, we offer a conception of instruction and assessment that
remains consistent with active learning, but which also offers another critical element:
TO THE EDUCATIONAL RESOURCES
It emphasizes that all instructional activities must be rooted in a primary concern for
INFORMATION CENTER (ERIC)...
high standards of intellectual quality. We refer to this conception as authentic pedagogy.'
-This report includes general criteria for authentic pedagogy, as well as more specific
standards that can he used to judge the quality of assessments tasks, classroom lessons
ISSUE REPORT NO. 8
and student performance. We offer examples of tasks, lessons and student performance
SPRING 1995
that sco..e well on these standards.
Authentic Pedagogy:
We also offer new evidence, based on our study of 24 restructured schools, that
The Vision
authentic pedagogy pays off in improved student performance, and can improve student
1
Criteria
performance regardless of gender, race, ethnicity or socioeconomic status. The results
Connections to Constructivism
were consistent across different grades and subjects in schools across the United States.
Authentic Pedagogy
Until now, arguments in support of "authentic" teaching have often been made on
philosophical grounds. We believe this study offers some of the strongest empirical jus-
Authentic Pedagogy:
tification to date for pursuing such a course.2
Results of the Study
5
We hope this issue report advances thinking about the meaning of authentic peda-
Study Sample and Methods
gogy, supports its practice and suggests directions for further research to benefit school
Variables and Scoring Procedures
restructuring.
Findings
Links to Student Performance
AUTHENTIC PEDAGOGY: THE VISION
Who Gets Authentic Pedagogy?
Conclusions
Educators and reformers often worry that today's students spend too much of their
time simply absorbingand then reproducinginformation transmitted to them.
Eximples of Assessment
They fear that students aren't learning how to make sense of what they are told. Also,
Tasks, Lessons and
reformers often see little connection between activities in the classroom and the world
Student Performance
9
beyond school. Students can earn credits, good grades and high test scores, they say
Tasks
demonstrating a kind of mastery that frequently seems trivial, contrived or meaningl
h
Lessons
outside the school.
Student Performance
The reformers call instead for "authentic" achievement, representing accomplishments
High and Low Pedagogy:
that are significant, worthwhile and meaningful.
Contrasting Examples
AVAILABLE
'REST COPY
2
CENTER ON ORGANIZATION RESTRUCTURING OF SCHOOLS
A N D
1
Table 1: Standards for Authentic Pedagogy and Student Academic Performance
Authentic Pedagogy
Standard 6: Problem Connected to the \X'orld: The task
asks students to address a concept, problem, or issue that
A. Assessment Tasks
is similar to one that they have encountered, or are likely
Standard I: Organization of Information: The task asks
to encounter, in life beyond the classroom.
students to organize, synthesize, interpret, explain, or
evaluate complex information in addressing a concept,
Standard 7: Audience BeNond the School: The task asks
problem, or issue.
students to communicate their knowledge, present a
product or performance, or take some action for an audi-
Standard 2: Consideration of Alternatives: The task asks
ence beyond the teacher, (Ails room, and school building.
students to consider alternative solutions, strategies.
perspectives, or points of view as they address a concept,
Authentic Academic Performance
problem, or issue.
Standard 1. Analysis
Standard 3: Disciplinary Content: The task asks students
Mathematical Analysis: Student performance demonstrates
to show understanding and/or use of ideas, theories, or
and explains their thinking with mathematical content
perspectives considered central to an academic or
by organizing, synthesizing, interpreting, hypothesizing,
professional discipline.
describing patterns, making models or simulations, con-
Standard 4: Disciplinary Process: The task asks students
structing mathematical arguments, or inventing procedures.
to use merhods of inquiry, research, or communication
Social Studies Analysis: Student performance demon-
characteristic of an academic or professional discipline.
strates higher order thinking with social studies content
Standard 5: Elaborated Written Communication: The
by organizing, synthesizing, interpreting, evaluating,
task asks students to elaborate their understanding,
and hypothesizing to produce comparisons/contrasts,
explanations, or conclusions through extended writing.
arguments, application of information to new contexts,
and consideration of different ideas or points of view.
B. Classroom Instruction
Standard I : Higher Order Thinking: Instruction involves
Standard 2. Disciplinary Concepts
students in manipulating information and ideas by
Mathematics: Student performance demonstrates an
synthesizing, generalizing, explaining, hypothesizing,
understanding of important mathematical ideas that
or arriving at conclusions that produce new meanings
goes beyond application of algorithms by elaborating
and understandings for them.
definitions, making connections to other mathematical
concepts, or making connections to other disciplines.
Standard 2: Substantive Conversation: Students engage in
extended conversational exchanges with the teacher
Social Studies: Student performance demonstrates
an
and/or with their peers about subject matter in a way
understanding of ideas, concepts, theories, and princi-
that builds an improved and shared understanding of
ples flora the sociai disciplines and civic: life by using
ideas or topics.
them to interpret and explain specific, concrete
information or events.
Standard 3: Deep Knowledge: Instruction addresses
central ideas of a topic or discipline with enough
Standard 3. Elaborated Written Communication
thoroughness to explore connections and relationships
and to produce relatively complex understandings.
Mathematics: Student performance demonstrates
a
concise, logical, and well articulated explanation
Standard 4: Connections to the World Beyond the
or argument that justifies mathematical work.
Classroom: Students make connections between
substantwe knowledge and either public problems
Social Studies: Student performance demonstrati
s an
or personal experiences.
elaborated account that is clear, coherent, a:at provides
i;cliness in details, qualifications and argument,
3
2
The conventional sdi ,o1 curriculum, on the other hand,
To confront this pmblem, schools are ;idopting a wide
is more likely to require students to memorize isolated facts
variety of active-learning techniques. In many classrooms
where lectures once prevailed, students now take part in
about a wide array of topics, and then use those ficts
small-group discussions and cooperative learning exerci,es.
complete short-answer tests, which don't require deep
They conduct independent studies, or make greater iNe of
understanding or elaborate communication.
Beyond School. Authentic at.hievement has
computers, video recording systems and other hig,h-tech
IValue
equipment. Their assignments take them out of the class-
aesthetic, utilitarian or personal value beyond merely
room to conduct community-based projects, such as oral
documenting the competence of the learner. Successful
histories, surveys or service learning programs.
adults engage in a wide variety of act i; it ies aimed at mtlu-
Students exposed to such techniques otlen display
encing an audience, producing a product or communicating
greater enthusiasm and engagement. This heightened par-
ideas, from writing letters to developing blueprints tt,
ticipation can lead some observers to conclude that higher-
speaking a foreign language.
quality learning must be taking place. Achievements of this sort have special value that is
But active learning alone ()tiers no guarantee of high-
missing from tasks, such as spelling quizzes or typical final
quality student achievement. If a small group's task is to exams, which are contrived only for the purpose of assessing
solve routine math problems, for example, and one student
knowledge. The oft-heard cry for "relevant" or "st udent-
produces the answers for others to copy, little or no serious
centered" curriculum is, in many cases, a less-precise expres-
sion if this desire that student accomplishments should
academic work is accomplished. Or if students survey com-
munity residents by simply asking short-answer questions
have value beyond measuring success in school.
written by a teacher and recording the answers, without
According to our conception, the most authentic
reflecting on them, the opportunity to construct deeper
achievements must meet all three of these criteria. Students
meaning is lost.
might, for example, tackle a calculus problem that requires
Educators must ensure that new approaches to learning
construction of knowledge and disciplined inquiry; but if the
are aimed toward high intellectual standards. Otherwise,
solution has no value except to prove that the students can
students' work, however "active," can remain shallow and
solve calculus equations, its authenticity is diminished.
intellectually weak.
Likewise, a student who writes a letter to the local news-
paper editor commenting on welfare reform may be con-
Criteria
structing knowledge to produce discourse with value beyond
Consider the types of mastery demonstrated by success-
school. But if the student's analysis is shallow or based on
ful adults, such as scientists, musicians, business
significant errors, it doesn't qual4 as disciplined inquiry.
While our concept if authentic academic achievement
entrepreneurs, novelists, nurses and designers. What key
characteristics of their work justify calling their accomplish-
demands that all three of these standards be met, this
ments authentic! And how do these accomplishments differ
doesn't mean
tAat all instruction and assessment activities
I
from the work that students complete in school?
must always fulfill all three standards. In some cases, repeti-
We believe the answer lies in three criteria:
tive practice or memory drills might help students huild
1 Construction of Knowledge. The people mentioned
the knowledge and skills that can later serve as the basis
i above face the challenge of constructing or producing
for authentic performance. The point is not to abandon all
traditional schoolwork, but to keep authentic achievement
meaning or knowledge, instead of merely reproducing mean-
clearly in view as the ultimate goal.
ing or knowledge created hy others. Depending on their par-
ticular field, they may express this knowledge in different
Connections to Constructivism
ways. For example, they may use words or symbols to write
or speak about their findings. Or they might make things,
Avision of learning as an active process jibes in many
such as furniture or a movie, or take part in performances for
ways with the "constructivist" perspective now gain-
audiences, such as dance recitals or athletic contests
ing favor among many educators. Our criteria for authentic
Students taught within a conventional curriculum, on the
achievement reflect both similarities to, and differences
other hand, are usually asked merely to iclentify the work that
from, constructivist ideas.
othet s have produced. They may be drilled on the differences
Constructivism includes different points of view, but
between nouns and verbs, for example, or called upon to
tnost share certain assumptions: Learning takes place as
match authors with their works.
students process, interpret and negotiate the meaning of
Disciplined Inquiry. For achievement to be authentic, it
new information. This is heavily influenced by the student's
2
must be grounded in a field of knowledge, which usually
prior knowledge, and by the values:expectations, rewards
includes facts, a specific vocabulary and a set of concepts
and sanctions that shape the learning environment.
and theories. Authentic performance in that field reflects
Students' assimilation of new information depends he;ivily
an in-depth understanding of a particular problem or issue.
on whether that information helps them explain, or nwan-
That understanding is expressed through elaborate forms of
ingfully extend, their past experience. Even an apparently
communication that make use if written, visual and/or sym-
simple task, such as learning the spelling of a word, involv,s
bolic language to express ideas, nuances and details.
this complex mental process.
4
3
This doesn't mean that disciplined inquiry creates a
Under constructivism, teachers are called upon to nurture
foolproof path to "truth.'' But disciplined inquiry does offer
this process by leading students to engage in higher-order
standards that help establish some ideas as intellectually
thinking, not just rote learning of superficial information.
more worthy than others.
This means, in part, that teachers should ofkr students
-
The constructivist perspective is clearly consistent with
opportunities to process information through written and
our "value beyond school" criterion. We certainly agree
oral expression, as well as other avenues such as drawing,
that learning is more powerful when students can draw
building or dancing. Without expression, students' efforts
meaningful connections between their school work and
to make and negotiate meaning will he stifled.
Constructivism also calls for teachers to abandon the
their own experiences and situations.
primary role of "dispenser of iplormation and truth."
Authentic Pedagogy
Instead, a teacher should strive to be a coach, guide and
mentor who inspires students to take on the work of learn-
We define pedagogy as the combination of assessment
ing. Teachers should engage students in a "cognitive
and daily teaching practices used by a teacher. If
teachers were to aim for authentic student performance
apprenticeship," to be ,:arried out in an atmosphere of
accoiding to the criteria we have described, then they
mutual trust, collaboration and high expectations.
Our "construction of knowledge" criterion is consi cot
would presumably create assessment tasks that called upon
with the constructivist view of the student as a meaning-
students to construct knowledge, through disciplined
making person who continuously weighs new information
inquiry, which addressed problems that had some meaning
against prior experience. But our vision goes further.
beyond showing success in school. Teachers also would
Authentic performance occurs when thc student reaches
create lessons that helped students to develop proficiency
beyond imitation or reproduction of information, and
in these kinds of tasks.
analyzes or interprets that information to solve a poiblem
In our studies of authentic pedagogy in restructured
that can't be solved by information retrieval alone.
schools, we developed a more specific set of standards for
We also add the criterion of disciplined inquiry, which
ascertaining the extent to which teachers actually used
requires a student to demonstrate in-depth understanding
authentic assessment tasks and taught authentic lessons..
using substantial knowledge from an authoritative field.
In the section that follows, we see how the standards were
Constructivism, on the other hand, doesn't necessarily
used to evaluate lessons, tasks and student performance
require that a student's construction of knowledge conform
collected from restructured schools across the
to knowledge considered authoritative by others.
United States. 4'
Table 2
: AUTHENTIC
AUTHENTIC
AUTHENTIC
AUTHENTIC
ACHIEVEMENT
INSTRUCTION
ASSESSMENT TASKS
STUDENT PERFORMANCE
Organization of
Higher Order
Analysis
; CONSTRUCTION OF
Thinking
Information
: KNOWLEDGE
Consideration of
Alternatives
Content
DISCIPLINED
Deep Knowledge
Process
Disciplinary
INQUIRY
Concepts
Elaborated Written
Substantive
Elaborated Written
Communication
Conversation
Communicat ion
Problem
Connections to the
VALUE BEYOND
World Beyond the
SCHOOL
Classroom
Audience
This table shows how the 14 standards for authentic pedagogy and student academic pet tormance, detailed in Table 1
on
page 2, are linked across the three criteria described above.
4
AUTHENTIC PEDAGOGY: RESULTS OF THE STUDY
student
In studying the levels of authentic pedagogy, and its connection to
performance in restructured schools, we addressed three central questions:
1. QUALITY AND VARIABILITYHow much authentic pedagogy, as defined
by our standards, is taking place in these schools? How much variation in the
delivery of authentic pedagogy is there between teachers, schools, grade levels
and subjects?
2. LINKS TO STUDENT ACHIEVEMENTTo what extent does authentic
pedagogy contribute to authentic student performance?
3. EQU1TYTo what extent are students from certain social and academic back-
grounds more likely to receive authentic pedagogy? To what extent does authen-
tic pedagogy have different benefits to students from different backgrounds?
How much effect do differences in background have on authentic academic
performance by students?
Samples and Methods
At each grade level, researchers consulting
with each school selected three classes in each
We collected data from 24 schools taking
subject. At least one selected class was taught
part in the School Restructuring Study
by a teacher who was clearly involved in the
conducted by the Center ow aganization and
school's reform process. The classes also were
Restructuring of School,: Doe to incomplete
chosen to reflect the range of student achieve-
data from one middle school, however, this
ment within the entire grade.
report an authentic pedagogy includes data
is director of
Newmann
Fred M
Center researchers made two week-long
from only 23 schools.
.
Organization and
visits to each School and observed each of the
Center staff studied each school intensively
the Center on
Restructuring of Schools and a
for a year, with the goal of learning how
selected classes four times during the school
professor of
curriculum and
year. This study of authentic pedagogy
schools organizat ional features can contribute
of
instruction at the University
includes data from 504 observed lessons.
to authentic pedagogy and authentic academic
Wisconsin-Madison.
We asked each observed teacher to submit
performance, as well as to five other valued
at least two assessment tasks. We asked for
outconies.1
Helen Marks , an associate
tasks that would provide valid and important
The 24 schoolseight elementary, eight
indicators of students' proficiency and under-
researcher
at the Center, studies
middle and eight high sch()olswere chosen
standing of the subject matter.
of school
and
the relationship
after a nationwide search for schools that had
We -',so asked the teachers to complete a
classroom organization to the
made substantial departures from typical school
engagement, academic achieve-
slur L questionnaire describing the conditions
organizational structures. Many of these schools
ment, social attitudes and behavior
Ader which the task was given to students.
had adopted such reforms as school-based rover-
of
This study examined 234 assessment tasks;
nance councils, teacher teams with common
students.
65 percent of the teachers provided at least
planning time, heterogenous ability grouping
is a professor of
Adam Gamoran
two tasks.
of students, extensive use of small groups in
sociology and educational policy
We also asked for a complete set of st
uuent
instruction; and special programs to address
I
of
studies at the
University
work completed in response to the assessment
the social and emotional needs of students. The
research
Wisconsin-Madison.
His
tasks each teacher submitted. Each student
schools were located in 22 districts in 16 states.
focuses on tracking and inequality
also was asked to complete a short question-
Limited resources prevented Center
In a current
in school systems.
naire describing his or her perceptions about
researchers from looking at every class and
the task and the work. with the Center, he
project
subject. Instead, we studied math and social
is
highly restruc-
We received at least two samples of work
examining the ways
studies classes at each schoolin grades 4 and 5
tured schools have changed
from 45 percent of the students in our study.
their
for elementary schools, 7 and 8 for middle
All together, this study includes data collected
ability grouping practices.
schools and 9 and 10 for high schools.
5
standards, some on a scale of 1. to 3, others
from 2,128 students and 3,128 samples of
from 1 to 4. If the researcher and teacher
St udent work.
arrived at different scores, they discussed
Variables and Scoring Procedures
the task and read
:lee. a consensus.
The scores awarded for each of the two
the specific standards listed in Table
u;ing
tasks submitted by each teacher were aver-
1 on page 2, we devised scales for mea-
aged, resulting in a final score that could
suring authentic pedagogy and authentic
range irom 7 to 23.
student performance.4
To create a score for authentic pcdag)Igy,
Center researchers gave each observed class
and
we combined the scores for instruct in m
a score on each of the four standards for
assessment, creating a range of possible scores
instruction. The scale for each item ranged
from 11 to 43.
to 5, so scores could range from 4 to 20.
from I
To judge student performance, we used a
Each assessment task was scored by a
similar scale based on the three standards list-
Center researcher and a specially trained
ed in Table 1 on page 2. Teachers trained lw
teacher currently teaching the same subject.
C,enter researchers gave each sample of
The tasks were scored on each of the seven
Grade and Subject
Table 3: Levels of Authentic Pedagogy and Student Authentic Academic Performance by
TOTAL
HIGH
MIDDLE
ELEMENTARY
Performance
Performance
Pedagogy
Performance
Pedagogy
Pedago!'y
Performance2
Pedagogyi
MATH
Mean
6.0
6.1
21.2
20.3
20.7
6.0
Score
22.5
Number of
1116
64
294
Students or
385
437
21
22
Teachers
Mean
SOCIAL
6.9
6.7
22.2
22.4
7.3
22.2
STUDIES
Score
22.0
1
Number of
1282
67
348
23
403
Students or
20
24
531
Teachers
TOTAL
Mean
6.4
21.7
6.5
21.4
6.7
21.4
Score
6.1
22.2
Number of
2398
642
968
44
788
131
Students or
46
41
Teachers
ALL SCHOOLS
Performance4
Pedagogy
3
Mean
6.3
Score
21.4
Highest and
8.0
4.5,
27.3
Lowest Scores
16.7,
Number of
23
Schools
23
Class scores averaged for each schu»)1, math and st tcial studies «cmbined.
2 Student scores.
I Class sctires.
4 Student scores averaged ft)r each school, math and social studies combined.
7
6
ful student. Also, as with teachers and schools,
student work a score ranging from I to 4 in
even the most successful students scored well
each of the standards, creating 3 range oi pos-
below the tipper end of m r scale.
sible scores of 1 to L.
We think these numbers suggest both good
The scores for the samples from cad) sru-
and bad news. The gixid news is that some
dent were averaged to determine the student's
teachers and schools have been at least reason-
final score. For some aspects of our analysis,
ably successful at delivering authentic pedagogy.
we averaged individual student scores together
But the bad news IS that overall levels of
to create mean scores for the whole class!'
imthentic pedagogy remain hiw, even in highly
Since a student's background can affect
restructured schools. Clearly, some teachers and
achievement, we also used measures of student
schools have barely begun the journey toward
academic and social background. The academic
higher quality instruction and assessment.
measure was based on testsof basic knowledge
in math, and of reading and writing i.or social
Links to Student Performance
studieswhich we asked students to complete
When we studied the factors related to
in the fall of the observation year. These tests
authentic student performance, we
were made up of items from the National
When we studied
found that authentic pedagogy appears to
Assessment of Educational Progress (NAEP)
boost student performance in all three grade
for the appropriate grade level. About 85
the factors related
levels and in both math and science.
percent of the students completed the tests.
We also computed the impact of different
The measure of social background was
to authentic student
levels of pedagogy on different types of students:
based on surveys in which students reported
for example, a white male of average socio-
their gender and race, whether they were of
performance, tee
economic status whose score on the NAEP test
Hispanic background, and their household
was at the mean. In a class with average peda-
found that authentic
socioeconomic resources. Secondary students
gogy, such a student would score 6.1 on our
also reported their parents' levels of education.
pedagogy appears
scale of 3 to 12. By comparison, that "average"
To examine the link between authentic
student would score 5.4 in a class with low
pedagogy and student performance. we used a
to boost student
pedagogy, and the same student would have
statistical technique known as Hierarchical
scored 6.8 in a class with high pedagogy.
Linear Modeling (HLM). This allowed us to
performance in all
These may seem like small improvements,
estimate the contribution authentic pedagogy
but they translate to substantial improvements
made to differences in student performance
three grade levels
in students' rankings compared to their peers.
across the sample. The HLM estimate
Regardless of race or gender, an average
describes the effect of authentic pedagogy
and in both math
student would move from the 30111 to the 61y"
beyond the influence of students' social and
percentile if he or she received high authentic
academic background, and beyond the unique.
and science.
pedagogy instead of low authentic pedagogy.
unmeasured influences of each school.
Figure 1 on page 8 shows similar results
FINDINGS
for "average" students of different gender and
ethnicity in classes with low, average and high
ll of the schools in this study had made
pedagogy. This illustrates the major contribu-
clear progress in organizational restruc-
tion that authentic pedagogy can make to
turing. Nevertheless, the quality of authentic
students' academic performance.
pedagogy in these schools varied widely. Our
This point is illustrated further by the
researchers found some schools with many
examples of student work on page 12 of this
examples of high-quality work, and others
issue report.
with very few.
Table 3 on page 6 indicates the overall
Who Gets Authentic Pedagogy?
levels of authentic pedagogy, and authentic
In our view, schools should promote authentil
student performane, we observed. These
student achievement among all students.
numbers show that even the most successful
There should be no discrimination against
teachers and schools scored far below the
students from disadvantaged backgrounds. This
highest level of our proposed standards.
means providing the same access to authentic
Likewise, we found significant variation in
pedagogy for richer students and poorer students
student performance. In some grades and
alike. And all students should gain, not just
subjects, the most successful student scored
those who already achieve at high levels.
four times as many points as the least success-
7
Figure 1:
Authentic Academic Performance for "Average" Students
Receiving Low, Average or High Authentic Pedagogy
12
am
High Authentic Pedagogy
0
r
j Average Authentic Pedagogy
7
cn
1111 Low Authentic Pedagogy
a)
0
ca
6
E
5
a)
4
3
White
White
African-
African-
Male
American
Female
American
Male
Female
Conclusions
Overall, we found that students from different social back-
grounds did have equal access to authentic pedagoff.
previous
However, students who started out with higher achievement,
research has demonstrated the difficulty of
as measured by our N.AEP-based tests, were slightly more like-
making U.S. schools more academically rigorous, and
ly to receive authentic pedagoa. Because authentic pedagogy
study paints a similar picture. The overall level of
our
builds on what students know and can do, there may be some
authentic r)edagogy we observed, even in a sample of highly
tendency for teachers to use it more with higher-performing
innovative schools, fell well below the upper reaches of the
students. Also, while the restructured schools in the study had
scoring standards we have proposed. There is good news,
substantially reduced the use of ability grouping, most hadn't
however: Some teachers and students have made consider-
eliminated it, which also may have influenced these results.
able progress toward meeting such standards.
As to the effects of authentic pedagogy on students with
This study provides strong evidence that authentic peda.
difierent backgrounds: We found that authentic pedagogy
gogy pays off in improved academic achievement. The limits
helps all students substantially. However, it provides an extra
in the design of this study may cast some doubts on whether
boost for students already performing at higher levels. In
we have established a clear cause-and-effect relationship.
other words, if a low-achieving student moved from a class
And we have not shown that reforms that set out to emulate
low in authentic pedagogy to a class high in authentic peda-
these standards will boost student performance. But the
gogy, that student's performance would be enhanced signifi-
robust relationship between aut hentic pedagogy and student
cantly. But a high-performing student making the same move
performance suggests that students would benefit if all
would improve even more.
schools worked toward these standards.
We did find gaps in authentic performance between
It's uncertain whether all sell, iols can distribute authentic
students of different backgrounds: African Americans posted
pedagogy as equitably as the restructured schools in our study
lower scores than whites, and girls scored significantly higher
have managed to do. But the study shows that significant
than boys. But we found that these inequalities were no
progress toward equity can be accomplished.
greater, and could possibly be less, than those already evident
Neither gender, race, ethnicity or socioeconomic status
in traditional assessment techniques, such as the NAEP.
significantly affected the impact of authentic pedagogy on
Thus, while inequalities have not been eliminated, the use
students. While disparities between different groups remain,
of authentic measures of student performance doesn't appear
using the standards to evaluate the quality of pedagogy and
to worsen this problem. At least in this sample of restructur-
student performance creates no additional roadblocks to the
ing schools, the use of these performance standards did not
important work of closing those performance gaps.
widen any gaps attributed to social background.
9
8
EXAMPLES OF ASSESSMENT TASKS,
LESSONS AND STUDENT PERFORMANCE
As :,,art of the study of 24 restruc-
compartment. We also ha :e
has such as dilapidated hous-
tured schiuds, staff of the Center
ing, traffic congest ion, or a
boards that are 60" long, 2.5'
of
on Organization and Restructuring
wide, and I" thick. Draw a dia.
high crime rate.
Schools translated the three criteria
gram of what the shelf will look
for authentic pedagogy into more
Third, as a group consider
like when finished. Using frac-
specific standards for assessment tasks,
tions, show how you will cut the
various plans for changing
instruction and student performance.
and improving your neighbor-
boards to make compartments.
A complete list of these standards is
hood. If there is a special
found in Table I on page 2.
This task scored high on
problem, how will you address
These standards can provide more
"Organization of Information"
it? What kinds of businesses,
specific guidance on classroom prac-
because it could not be completed
if any, do you want to attract?
tice, by helping educators to assess
successfully unless students organized
What kind of housing do you
the level of authentic academic work
and interpreted the information pre-
want? Will there be parks and
found in assessment tasks, daily
sented into a new form. They had to
other recreation facilities?
lessons and students' responses to
take information on the number of
What transportation patterns
those tasks.
shelves and compartments needed,
do you want? Do you want to
Here we present examples of
the number of boards available with
make the block attractive to
tasks, lessons and student work that
specific dimensions, and put this
different groups of people
received high scores on a few illustra-
together in a design that would work
such as senior citizens and
tive standards. We have included
mathematically (for example. the
young people?
examples in math and social studies,
dimensions indicated in their book-
the curricular subjects our study
shelf could not exceed the length of
After deciding on a plan, draw
addressed.
boards that were given). The teach-
and label it on the overlay
The examples are drawn from "A
er's grading and comments on student
provided with your map. Based
Guide to Authentic Instruction and
work showed that she expected stu-
on what you know about urban
Assessment: Visions, Standards arid
dents not only to label the different
geography, indicate in your
Scoring," by Newmann. Secada and
parts of the shelves, but to show that
narrative One possible plan
Wehlage, which is to be published
the measurements and fractional
that you rejected, and say why it
by the Center in June. The Guide
parts added up correctly.
was rejected. Indicate how your
includes many more examples, as well
plan will promote the neighbor-
Social Studies Example for
as additional information on how
hood features you want.
Standard 4, Disciplinary Process:
educators might pursue authentic
The above task scored high on
assessment and instruction.
A 4th/5th grade social studies class
"Disciplinary Process" because it
Copies of the Guide may be ordered
was involved in a year-long study of
required students to think in some of
using the mail-in form that follows
their community that included a
the same ways as urban planners and
page 12.
unit on urban geography. Working
geographers. This involved collecting
in small groups, students were
data systematically through observa-
TASKS
given the following task:
tion and recording and using this data
First, select one of the neigh-
Mathematics Example for Standard I
as a basis for making generalizations
borhoods marked on the city
Organization of Information:
about patterns in human I ,ehavior
map. Second, identify its
Students in 4th and 5th grade were
and the specialized uses and functions
current features by doing an
given the following task involving
of space within a community.
inventory of its buildings,
measurement, fractions, and fraction
businesses, housing, and
computation:
LESSONS
public facilities. Also, identify
Wc are making a bookcase to
Mathematics Example for Standard 4,
current transportation pat-
hold our new stereo. We need
Connections to the World Beyond
terns and traffic flow. From
to have 3 shelves. The top shelf
the Classroom
the information made avail-
must contain 3 compartments;
able, identify any special
In a 4th grade math class, students
the second shelf, 2 compart-
problems this neighborhood
were to figure the costs of running
ments; and the bottom shelf, I
' 0
9