Co-assessing occurs when the co-teachers collaboratively evaluate, grade and reflect upon the results of assessments. Co-assessing also includes reflecting informally on how a lesson went. Assessments might be formative (e.g., quick writes, homework, exit slips) or summative (e.g., lab reports, tests, essays). In either case, co-assessing conversations should focus on what students have learned, where there is room for growth, and next steps for instruction.
Published in Chapter:
The Evolution of Clinical Practice: Moving from Traditional Student Teaching to Co-Teaching
Megan Guise (California Polytechnic State University, USA), Krystal Thiessen (California Polytechnic State University, USA), Amy Robbins (California Polytechnic State University, USA), Mireille Habib (California Polytechnic State University, USA), Nancy Stauch (California Polytechnic State University, USA), and Chance Hoellwarth (California Polytechnic State University, USA)
Copyright: © 2017
|Pages: 33
DOI: 10.4018/978-1-5225-1067-3.ch001
Abstract
In this chapter, the authors examine the implementation of the co-teaching model within the clinical experience of a post-baccalaureate teacher credential program, examining the different levels of understanding and buy-in to the co-teaching model. Implementing mixed methodologies, the authors look specifically at the co-teaching experiences of three science co-teaching pairs. Although pairs highlighted within this case study predominantly aligned more with a traditional model of student teaching, each pair had at least one moment of co-teaching, which either provided a better learning environment for the secondary students and/or professional development for both the pre-service and in-service teacher. In the discussion and implications section of the chapter, the authors explore why co-teaching occurred in these specific contexts and how a teacher education program might better support its co-teaching pairs in their understanding and implementation of co-teaching.