Design Principles for Accelerating Student Learning with High-Impact Tutoring (updated June 2024)
Category: Student Learning
Instrument Overview
The Mathematical Quality of Instruction (MQI) is a Common Core-aligned observational rubric that provides a framework for analyzing mathematics instruction. Observers rate instruction across five domains: common core-aligned student practices; working with students and mathematics; richness of mathematics; errors and imprecision; and, classroom work. Although originally designed for research use, the MQI can be used as a tool to support teachers' professional development.
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Student Well-Being Category
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Keywords
Schooling ; Teaching ; Classroom Instruction
Respondent
Teacher
Administration Information
Length
The MQI is usually used to score whole mathematics lessons; scoring time is usually double the length of the lesson.
Access and Use
Price
Free
Contact
Heather Hill heather_hill@gse.harvard.edu
Open Access
No
Setting
Classroom
Psychometrics (additional guidance)
Psychometric References
Hill, H. C., Charalambous, C. Y., Blazar, D., McGinn, D., Kraft, M. A., Beisiegel, M., Humez, A., Litke, E., & Lynch, K. (2012). Validating arguments for observational instruments: Attending to multiple sources of variation. Educational Assessment, 17(2 - 3), 88 - 106. https://doi.org/10.1080/10627197.2012.715019
Hill, H. C., Kapitula, L., & Umland, K. (2011). A validity argument approach to evaluating teacher value-added scores. American Educational Research Journal, 48(3), 794 - 831. https://doi.org/10.3102/0002831210387916
