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.
Content
Administration Information
Rater training is required to use the instrument.
Access and Use
Melissa Boston, bostonm@duq.edu
Boston, M. D., & Smith, M. S. (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. https://doi.org/10.2307/40539329
Boston, M. D., & Wilhelm, A. G. (2017). Middle school mathematics instruction in instructionally focused urban districts. Urban Education, 52(7), 829-861. https://doi.org/10.1177/0042085915574528
Psychometrics
Boston, M. (2012). Assessing instructional quality in mathematics. The Elementary School Journal, 113(1), 76-104. https://doi.org/10.1086/666387
Ronfeldt, M., & Truwit, M. (2023). Considerations for use of teaching quality measures. EdInstruments Brief, Annenberg Institute for School Reform, Brown University. www.edinstruments.com/teaching.