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I will walk around and take a look at their feedback as they provide it. I’ll ask them to add or make changes where needed before the students return the work to the owner

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Provide scaffolding and sample sentence starters. Show them how a good and bad feedback looks like 

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Provide scaffolding and sample sentence starters. Show them how a good and bad feedback looks like 

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Give them scaffolding methods and some sample as reference.

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I will check with them while walking around to make sure they take it seriously. I will ask the owner to response to me if they receive incorrect feedback.

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How do we support students with language barrier to be effectively involved in peer assesment? 

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How do we support students with language barrier to be effectively involved in peer assesment? 

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I will provide checklists, rubrics, or sentence starters so students know what to look for. Also, practice with model answers first. Students can critique a sample before working on peers’ work, reducing mistakes.

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Provide a structured scaffold (tick-box, yes/no, traffic light system)

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How can I handle students who don’t take peer assessment seriously?

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Redirect their attention to sample answers and rubrics to remind them of the appropriate standards. 

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Redirect their attention to sample answers and rubrics to remind them of the appropriate standards. 

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I incorporate point systems, visuals, and scaffolding to enhance feedback activities. When students provide written feedback, it’s typically guided closely by the teacher to ensure clarity and effectiveness. Verbal feedback is a key part of my classroom approach, where students use visual descriptors or a rating system to express their evaluations.

# data[].attributes.subject
I incorporate point systems, visuals, and scaffolding to enhance feedback activities. When students provide written feedback, it’s typically guided closely by the teacher to ensure clarity and effectiveness. Verbal feedback is a key part of my classroom approach, where students use visual descriptors or a rating system to express their evaluations.

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Give them examples, specify parts of the feedback that need to be revised.

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Provide a structured sample, assist them with marking rubric's description.

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Too simple and general feedback - despite assistance and advice, students tend to write simple ones.