Fine Tuning Student Assignments

Toni Enloe
May 03, 2010

Have you ever given students an assignment that just "bombed?" What did you do? Reflective teachers develop a system through which they can examine their teaching practices and adapt those practices when things don't go as planned. One such system of examining student work is the "Tuning Protocol." The protocol was developed by Joseph McDonald and David Allen (Coalition of Essential Schools Exhibition Project) to assist five high schools in developing a variety of well tuned assessments for their students.

What is a protocol and why use it?

Webster's defines a protocol as "a code prescribing strict adherence to correct etiquette and precedence." Through the use of protocols, teachers can examine student work using a prescribed set of steps that allows for constructive and focused feedback. Each protocol is directed by a facilitator who manages time and participant exchanges to increase the efficiency of the process. Through the use of protocols, teachers collaborate to improve the quality of teaching and learning.

Why should you examine student work?

Coaches and leaders of PLCs are often looking for ways to make their meetings more productive.

Looking at student work enables you to:

  • Analyze and prioritize the instructional needs of students
  • Reflect on and improve their instructional practices
  • Make the most of the expertise of colleagues

When should you use it?

Take advantage of the "Tuning Protocol" when:

  • You want feedback on an assignment that students have already completed
  • You want feedback on an assignment that you want to try with students
  • You need feedback on individual lessons
  • You are developing a unit of instruction

All options give feedback you may need to revise and fine tune your assignments. Sometimes the tweak is as simple as clarifying directions or revising a rubric but sometimes it may require a complete overhaul of the assignment. Either way, both you and your students benefit.

How do you do it?

The "Tuning Protocol" takes about 60 minutes. During the process:

  • Maintain focus of participants on the work that needs to be done
  • Prevent the session from becoming an indiscriminate criticism of the work
  • Keep time
  • Prevent the presenter from speaking during the initial reflections of other participants

Instructional coaches, department chairs, administrators and other teachers can serve as facilitators during departmental meetings, faculty meetings, professional development days, team meetings or professional learning community sessions.

Modified Tuning Protocol
1. Introduction


2. Teacher Presentation of the student work

3. Seeking Clarity

4. Looking at Work Samples

The Feedback

6. Reflection Time

7. Summarizing (5 minutes)
This is an open discussion about the process. At this time, all participants may identify some topics for future sessions.

You can see the Tuning Protocol modeled as a free stream from Video on Demand. Just follow the link:

http://www.learner.org/channel/workshops/criticalissues/overview.html?pop=yes&vodid=521098&pid=1287.

The Tuning Protocol is a nice fit with the LEARNING-FOCUSED Strategies model. It allows for teacher collaboration, reflection and revision. After all, "None of us is as smart as all of us."