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I use Gallery walks - where students view each others work and provide critical feedback on the task.
I get students to self mark against the marking criteria, so they understand the process and set their own learning goals.

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I don't break down the rubric as much as his example, I do link each task with the learning rubric, with scaffolding and provide my students with a unit overview.

I would like to incorporate more digital technology to document the students documentation of the learning process.
I would like to increase the group work.

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Previously I worked at a school where students were provided with the marking scale and they self assessed themselves. Students assessed themselves themselves using the success criteria. They then swapped their work with  a peer and assessed the work using the same scales. Both students held a meeting and discussed the scale rating they gave themselves and each other.  

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Previously I worked at a school where students were provided with the marking scale and they self assessed themselves. Students assessed themselves themselves using the success criteria. They then swapped their work with  a peer and assessed the work using the same scales. Both students held a meeting and discussed the scale rating they gave themselves and each other.  

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I have used a similar peer evaluation to that expressed by Danahy. A simple evaluation sheet that asks students to grade both themselves and their peers on 4 criteria.
1. How well they contributed to class discussions (includes how well they listen and provide constructive feedback)
2. How roles were allocated and whether each participant completed their role to the best of their ability. I believe emphasis needs to be placed on their ability. No two students are the same, students know that, and can't be assessed as if they were.
3. What was the distribution of work (% completed) of each student and whether they believed this to be fair.
4. What they would change if they could have their time over again.

I have also had students and parents attend an exhibition of student projects where both parents and students are able to grade each project electronically. By setting up a simple online form I have access to the markers email as well as the marks allocated to each group. The criteria for each project can be pre-populated and reflect that of the rubric that each group had been working towards.

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I would like to be able to implement similar evaluation strategies to my current teaching areas but have been unable to to do so at this moment. A working progress.

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I unfortunately haven’t used any peer evaluation in the past and this was primarily due to summative assessment never being completed in groups. While students may conduct part of the assessment, e.g. perform an experiment and collect data as a group, the write up has always been individual.

For some formative tasks or science week projects, we have had individuals/groups/the class give feedback on another’s design/prototype and evaluate its strengths and limitations.

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There is evidently a lot I haven’t had the opportunity to explore and implement. I really liked a lot of the ideas presented by Dr Danahy. I think that when I do have the opportunity to use PBL I would like to use a range of formative and summative tasks that link and build upon each other, with some smaller tasks that are purely individual and larger/more critical tasks worth more as team tasks. This way students can gain a deeper understanding by bouncing ideas off their peers; develop their capacity for critical evaluation by reflecting on their and their teams work; gain essential 21st century skills; and hopefully have a meaningful and enjoyable learning experience that still meets curriculum requirements.

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I have had PBL classes that students created products in groups of equal numbers of students and been provided with rubrics for the task. Upon completion each student from each group uses the rubric to assess another groups work and write some feedback on how they could rate higher on the rubric. The teams then reform and reflect on several assessments of their product and discuss strategies they could employ to improve their product or processes.

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I would like students to conduct more regular reflection of their learning and peer evaluation using distinct milestones in PBL would enable students to achieve this, presently I do not do this enough. I would like to make my rubrics have even number of columns so students cannot take a safe central position demonstrating a fixed mindset of at level being good enough.

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Like Lorinda, galley walks as well as popcorn group rotations - observe one thing from each group and comment.

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I don't have much experience in this and currently don't have much context to play in this as out of the classroom. But, if I reflect back to say geometry, I could have had students calculate area of shapes, assess if other group's calculations are the same, what made for discrepancies etc..? I don't like that this is an 'after thought' rather than a central idea of designing and working backwards. In my current context, of learning and development, we could definitely incorporate this into our management challenge pre

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I teach in Year 2 so we are beginning to evaluate our own work - we share ideas and the kids get excited when others do great things - we are more at the 'I like it when' stage rather than full on peer evaluation. 

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I teach in Year 2 so we are beginning to evaluate our own work - we share ideas and the kids get excited when others do great things - we are more at the 'I like it when' stage rather than full on peer evaluation. 

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I do share the assessment rubric - as a 'how do I achieve?'  we discuss and talk about what a good one might look like and how I can help them get there. 

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I do share the assessment rubric - as a 'how do I achieve?'  we discuss and talk about what a good one might look like and how I can help them get there. 

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We are still developing teamwork skills but I do like the idea of points for teamwork

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For any task involving a rubric or clear assessment guidelines, I ask students to submit their self assessment using those guidelines along with their task. I find it very useful at the start of Year 7 where students don't have much idea about how secondary school assessment works. I will often take work from tests or projects without the name and use it to discuss how a question was marked or exactly what needs to be done to meet a criteria. I like sending students home with work from previous years and getting them to mark it for homework. Actual peer assessment I find hard to do in the classroom, the closest I have come is in some web based activity sites where students are expected to mark other's responses but I find the students don't take it very seriously, probably because I don't do enough of it in the classroom.

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I would like to do more assessment of collaboration and creativity. In my current school in science subjects, students are expected to produce a specific answer and so they have learnt to do exactly what they are told to do. I believe that science and STEM are inherently creative activities and want to find ways to encourage this creativity in my classroom and reward students who are improving their thinking.