The Instructional Quality Assessment (IQA) is a classroom observation instrument that rates the nature and quality of classroom instruction by considering students’ opportunities to engage in cognitively demanding mathematical work and discussions. The IQA uses the following elements to assess instruction: potential of the task, task implementation, rigor of the discussion, teacher’s questions, and accountable talk.
Access and Use
Boston, M. D., & Wilhelm, A. G. (2017). Middle School Mathematics Instruction in Instructionally Focused Urban Districts. Urban Education, 52(7), 829–861.
Boston, M., & Smith, M. (2009). Transforming Secondary Mathematics Teaching: Increasing the Cognitive Demands of Instructional Tasks Used in Teachers' Classrooms. Journal for Research in Mathematics Education, 40(2), 119-156.
Boston, M. D. (2012). Assessing the quality of mathematics instruction. Elementary School Journal, 113, 76-104.
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. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)