Publication Date
3-1-2009
Abstract
It is mid-July in one of the hottest locations of the southeastern United States. Forty teachers have shown up, some willingly and others under pressure, to participate in five days of professional development and with the requirement that they must create products by the end of the experience. This scenario was the backdrop in which foreign language teachers from Richmond County in Augusta, Georgia, began their journey to learn about performance-based assessment. What happened over the course of those five July days in 2007 was nothing less than remarkable. This article describes that experience.
Recommended Citation
Duncan, Greg and McClendon, Lynne
(2009)
"The SCOLT Assessment Project: Working Smarter Not Harder,"
Dimensions: Vol. 44, Article 5.
Available at:
https://digitalcommons.kennesaw.edu/dimensions/vol44/iss1/5