ABSTRACT
It is midmorning on Friday in an elementary school classroom. The teacher dictates the last word in the regular weekly 20-item class oral spelling test. She has each child exchange his or her test paper with a partner. Then as she writes the correct spellings on the board, each child checks his or her partner's written attempts with the master version and marks it right or wrong. Finally, a score out of 20 is gi ven and the papers are returned to their originators-many of whom double-check to make sure they have not gotten a raw deal. The teacher is cleverly maximizing student attention and time on-task, while saving herself some very tedious work.
