Reflecting on the Work

"After learners have completed the unit, teachers gather the resulting student work to examine and learn from it in a process of collaborative inquiry. Our project has used several structured protocols to guide that inquiry by peers. Teachers presenting student work then take the insights from the panel and revisit what they’ve done, making decisions about what they’d keep and what they’d change as they circle back to begin planning again." Kathy Grundei

How do we look at our results together?

Protocols for looking at student work have been developed for many purposes. Commonly, protocols include close descriptive reading of student work samples and invite teachers to develop and share interpretations of the meanings of student work samples.

More about Protocols

The project team has used a 45-minute protocol for examining student work, essentially asking a panel of teachers to describe a sample of student work without judgement, then ask questions, and finally speculate about the learning that occurred and is evident in the student work.

Here are three tools that guide our teachers in this process.

45-minute Protocol (pdf)

Presenting Team Tool for Protocol (pdf)

Tool for Panel Teachers (pdf)

Digging Deeper with Protocols

The project team has developed a longer protocol for examining student work, based on a protocol developed by the State of Queensland in Australia. This protocol guides teachers in examining one sample of student work for these purposes:

  • to check the alignment of selected benchmarks, classroom learning goals, assessment activities and evaluative criteria
  • to work toward consensus among participants about their evaluations of assessment products and application of evaluative criteria
  • and to engage in focused conversation about the design and implementation of instruction

Panel Review Protocol--Longer Version

We've looked at the student work, now what do we do?

Panel review of student work produces a great deal of information for the participating teachers. The presenting teachers can take the insights gained and apply them to their planning as they begin this cyclical process again. These questions can help teachers make the bridge from student work to planning:

1. What is the relationship between what you planned and taught and the learning evident in this sample of student work?
2. What do you appreciate more now? What would you change?