Consensus Scoring and Peer Planning: Meeting Literacy Accountability Demands One School at a Time

Autor/inn/en	Fisher, Douglas; Lapp, Diane; Flood, James
Titel	Consensus Scoring and Peer Planning: Meeting Literacy Accountability Demands One School at a Time
Quelle	In: Reading Teacher, 58 (2005) 7, S.656-666 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.58.7.6
Schlagwörter	Scoring; Educational Change; Student Evaluation; Literacy Education; Accountability; Foreign Countries; Academic Achievement; Teacher Collaboration; Academic Standards; Test Construction + Suchen Sie Ihr Suchwort? Bewertung; Bildungsreform; Schulnote; Studentische Bewertung; Verantwortung; Ausland; Schulleistung; Lehrerkooperation; Testaufbau
Abstract	To improve literacy achievement, the authors developed consensus scoring and peer planning as a process of professional development and school improvement. This process allows teachers to (1) gain an increased understanding of the content and performance standards that guide their instruction; (2) work together to assess student work; (3) work together to plan, understand, and provide quality instruction; and (4) reteach content as necessary to ensure student mastery. Two school examples of the use of this process to improve achievement are presented. (Author).
Anmerkungen	International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: customerservice@reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10