Agenda for a Standards-based
Discussion of Student Work
Facilitator briefly introduces
protocol goals, guidelines, and schedule
The presenter shares information
about the assignment and the context, including:
- Assignment or prompt that generated
the student work
- Where the assignment fits into
the larger curriculum.
- Information about the students
and/or the class — what the students tend to be like, where they
are in school, where they are in the year.
- Participants are silent; no questions
are entertained at this time.
3. Analyzing the Assignment
Participants read through the assignment
materials to identify the knowledge and skills it requires of students.
They also consider what difficulties students may encounter completing
4. Applying Standards
- Participants examine state and/or
local learning standards and identify those standards addressed by the
assignment. Participants should consider how the assignment supports
students in meeting the specific standards.
- Participants examine the assessment
materials or rubric the presenting teachers used to assess the student
work, comparing it to the learning standards.
5. Examination of Student
- Participants look closely at
the student work samples, using both the learning standards and the
presenting teacher’s rubric, to determine the following:
- how well students meet the learning
- the degree of intellectual challenges
- the quality of the assessment
- the degree of engagement the
assignment appears to have fostered among students.
- Participants share feedback with
each other while the presenter is silent. The feedback generally begins
with a few minutes of supportive feedback that identifies how the work
presented met the desired goals, and then moves on to a few minutes
of critical feedback that identifies possible “disconnects,”
gaps, or problems. The talk then moves back and forth between the two
types of feedback.
- Presenter is silent and takes
- The facilitator or recorder can
keep track of feedback on chart paper.
- Presenter speaks to those comments/questions
he or she chooses while participants are silent.
- This is not a time to defend
oneself. Instead, instead it is a time for the presenter to reflect
aloud on those ideas or questions that seemed particularly interesting
- Facilitator may intervene to
focus or clarify.
8. Classroom Applications
- Everyone joins in a general conversation
during which participants generate ideas about how the presenting teacher
can revise the assignment and address the student difficulties and learning
needs identified during the analysis.
- The facilitator or recorder should
keep track of the ideas on chart paper.
- The facilitator sums up the feedback
- The group reflects on their experiences
of the conference and their learning.
10. Thanks to the presenting