This is a semi-structured, teacher-led learning activity in which teachers organize themselves to share the results of their performance assessments - student work samples - with other teachers in their school; to gain confidence in their ability to score accurately using common scoring rubrics by constructing their own understanding of what the score levels mean; and to reflect on the student work to improve the design of their tasks and instruction. Teachers score and calibrate on two work samples that have been brought to the table by one of the group members. There are no external facilitators instructing teachers how to score - the teachers construct this knowledge amongst themselves in a professional community. This protocol provides a structured set of guidelines for teachers who voluntarily engage in this process together. It suggests ways to structure constructive and productive professional conversations that are beneficial for teachers’ learning and for their instructional practice.
