1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600, press 2
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723), press 2
All other countries: (International Access Code) + 1-703-578-9600, press 2
November 2009 | Volume 67 | Number 3
Angie Deuel, Tamara Holmlund Nelson, David Slavit and Anne Kennedy
How can teacher groups assess student work productively? By focusing on improving teaching, not on proving students "got it."
With the proliferation of data teams, lesson study groups, and professional learning communities, teachers today have plenty of opportunities to analyze student work together. But collaborating in teacher groups can be challenging and— sadly—unproductive, even when teams use recommended protocols.
For the past five years, we have studied eight professional learning communities of secondary-level math and science teachers who engage in inquiry centered on assessing student work. We've witnessed the challenges teachers encounter in sharing differing beliefs about teaching and learning, finding resources that inform their inquiry, identifying which student work to consider, and making sense of students' thinking in relation to learning goals.
You must be an ASCD member or a subscriber to view this content.Log in to read the full article.
Copyright © 2009 by Association for Supervision and Curriculum Development
Subscribe to ASCD Express, our twice-monthly e-mail newsletter, to have practical, actionable strategies and information delivered to your e-mail inbox twice a month.
ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.