Recognizing the complexities involved in developing new forms of assessment, the project staff developed a facilitated process to support teachers in sharing their students' work and, with colleagues, reflecting upon the lessons that are embedded there. This collaborative reflection helps teachers to design and refine their assessment systems, as well as to support higher quality student performance. Since its trial run in 1992, the tuning protocol has been widely used and adapted for professional development purpose in and among schools across the country. T o take part in the tuning protocol, teachers bring samples of their students' work on paper and, whenever possible, on video, as well as some of the materials they have created to support student performance, such as assignment descriptions and scoring rubrics.
Participants have time to examine the student work and ask clarifying questions.
Then, with the presenting teacher listening but silent, participants offer warm and cool feedback - both supportive and challenging. After this feedback is offered, the presenting teacher has the opportunity, again, uninterrupted, to reflect on the feedback and address any comments or questions she chooses. Time is reserved for debriefing the experience. Both presenting and participating teachers have found the tuning experience to be a powerful stimulus for encouraging reflection on their practice.