I have learned the most when I am analyzing student work with a small group of people. I learn math content this way by asking myself "Does this make sense?" In addition, I learn more when someone else notices something I haven't noticed. All this is done in the context of analyzing student work not scoring student work. We are trying to build a case from evidence about what students know and don't know. This helps immensely when we think what our next instructional steps will be.