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Consensus Scoring and Peer Planning: Meeting Literacy Accountability Demands One School at a Time
Author(s) -
Fisher Douglas,
Lapp Diane,
Flood James
Publication year - 2005
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.58.7.6
Subject(s) - psychology , accountability , literacy , plan (archaeology) , process (computing) , work (physics) , mathematics education , quality (philosophy) , student achievement , academic achievement , professional development , peer assessment , pedagogy , medical education , computer science , political science , medicine , mechanical engineering , philosophy , archaeology , epistemology , law , history , engineering , operating system
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.

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