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I make my pupils work as a couple, and I really like peer peer tutoring and peer learning. My lessons are based on a collective evaluation, but I do it according to their content and difficulty.
As for the activities of the course, I find the Peer-Review-Activities very interesting and stimulating.

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I make my pupils work as a couple, and I really like peer peer tutoring and peer learning. My lessons are based on a collective evaluation, but I do it according to their content and difficulty.
As for the activities of the course, I find the Peer-Review-Activities very interesting and stimulating.

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For some of my students, it is easier to assess them selfs after they try to assess others.

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Tunisia
peer assessment is very useful when I would like them to put them selves in my shoes, I give them the assessment grid like the 4C's for example and start watching theire presentations , very oftenly they are more hard than my self, I used it so they don't forget their mistakes and peer's mistakes , they learn the lesson better.

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As someone participating in peer assessment type activities like on this course, I really feel we learn much more about ourselves with others. It is so helpful to have someone ask us to clarify a certain statement or to make us think about other ways to apply PBL in our classroom. Then, with the suggestions our peers give us, we can reflect on our work and find ways to improve it. When reviewing others in our peer assessment activities it is firstly a great responsibilty. Our peers are expecting us to do the best they can. It is important to read attentively and to clarify any questions we may have. The videos and examples of the Ladder of Feedback have been very helpful. Then we can say what we liked most and comment on any concerns we may have. Then in order to help our peers the best we can, we must give clear suggestions on how, in our opinion, work can be improved. We feel progress both when assessing and being assessed. Since we have to be engaged and focused on positive feedback, there are many advantages!

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I realised how positive peer assessment five years ago. Two teachers-to-be came in my classes and observed my teaching practice. Having the chance of reading their feedback made me improve my teaching in class. I thought if it worked for me, it could work for my students too.

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The project methodology developed in the History class always implies oral and written evaluation of the work developed by the students. These evaluate the work of each group and within each group each student evaluates the cooperative / collaborative work performed by each one of its members.

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I have learned about the ladder feedback and how it work just now reading the course material. I find it a very useful tool for peer  assessment. In my opinion in adult education firstable the students must learn criticism is not the most important thing otherwise the positive construction of learning is not real. In my class  students have to do peer assessment but I think we need improve the metodologie.

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I like and use peer assesment quite often. I give them basic rubrics ( no more than four) and I hand the student writing out. After reviewing them they spend some minutes talking to the person that have checked their work about the corrections. Finally  they orally tell the others what they should improve according to the comments of their peers. They like this activity a lot. My students are 10 years old

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Peer assessment is a good resource depending on the characteristics of the group. I have been working with some groups who are very engaging and they used to help a lot each others. Unfortunattely I have seen another students who are very competitive and can make feel their peers bad and unmotivated.

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The really interesting video shows how peer evaluation can be a really useful tool in the hands of the educator. I use the rubric and the progress monitor to help students directly learn about progress.

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Peer assessment is a feedback of our work from our peers.

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When students do their presentations In front of the rest of the class, the others students assess them. They have to consider the contents and the presentation in itself.

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As part of our work, we teachers in Poland after 2 or 3 years (depending on our teaching level and experience) have to prepare Future Development Programme which ends with special examination in front of experts from Department of Education and School Governing Body. Now I am on my 2nd level and I'm working on to go to 3rd level. A part of that development program is to view other teacher's lessons (who teach this same subject or who are your supervisor) and after that "present" our own lesson to that person. You give each other feedback and you should improve your teaching in the future. In that way it is peer assessment used during development.
If talking about students, sometimes I allow them to give each other feedback. But I must be very careful with it, because students are over criticising each others work without giving proper feedback.
I think peer assessment is more useful for everyone because it gives benefits to everyone (someone mentioned that in a 2nd video). It also gives the idea how other people "read" final work in general.
In my work, when I have an origami workshop and students work on some model, they give each other advice how to read instruction and how to fold it. They used to complain that the (Japanese) books I give them are in Chinese and they can't understand. I told them it is just a matter of pictograms, not side comments to be effective in folding. Now they can work by themselves and prepare nice models while working in small groups.

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Peer evaluations are unique to collaborative projects, and I find that they facilitate a better collaborative process because the teacher considers the student experience. We can use this information to modify the workflow for the next project and hold students accountable for their work (effort, constructive contributions to the team, etc.).

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Peer assessment doesn't come naturally to both teacher and the students. One would need to invest from a young age or from the beginning of the scholastic year how to give critique not negative comments. When this is achieved, then peer assessment is great because it helps one improve the task before giving it in thus reflecting upon it.

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4.3 Peer Assessment for PBL

Peer evaluation demands that students make judgments or comments on the work of others, evidently that this evaluation mechanism implies reciprocity, that is, evaluating others and being evaluated by them.

From my point of view, peer assessment is a great tool to encourage students to be autonomous and take important decision in orden to control their own learning, identify problems and get their callenges.

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In my opinion, Peer Assessment for PBL is one of most useful ways of making the students interact individually of in group with others. Basically, with this gadget you push the students into a situation where they have to interact one another, and it is one of the main aims of the PBL: working a collaborating together.

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Peer assessment may be very interesting idea

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Peer assessment is an important tool into the teaching and learning process because, you can use in different activities during the process. In my case, I use peer assessment for check the homework that I Send to my students and also, when I work in groups into the classroom.

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As someone participating in peer assessment type activities like on this course, I consider it very useful. Both people are teachers, I mean, we have the same job and can understand each other much better. Besides, it is a success that teachers can communicate and show personal opinions sharing ideas or experiences that can help us to avoid mistakes and improve teaching-learning process.

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Rui Rodrigues, Portugal                     I usually make my students work in pairs. Peer assessment is a wonderful idea to involve students and teachers. 

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Rui Rodrigues, Portugal                     I usually make my students work in pairs. Peer assessment is a wonderful idea to involve students and teachers. 

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The two videos I had the opportunity to watch are very effecting in providing ideas for peer assessment as well as highlighting the advantages and positive outcomes it provides. I totally agree that being assessed by a peer is less stressful and as you are talking to a peer it will be considered a helping hand rather than a critique. Doing peer assessments throughout the PBL activity will also dismistify it a bit and little by little it will be considered a natural and productive part of the process. I confess I haven’t done it in my classes as often as I should and I’ll try to do it in a more regular basis from now on. Great ideas to implement. I really liked it.

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I use peer assessment mostly on oral presentations that the students do of their assignments, either individual ou group ones. They can check understanding, ask questions about the work presented and it's a great way for me to check if they have understood what was being presented.

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I use peer assessment as quite interesting and useful tool. When students have to assess their peers, they are paying much attention on him/her and his/her presentation or whatever.
The feedback that they give their mates help them (both) to improve. Also, I have a lot of information about the students and their learning  process, improvement and knowledge.

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Although I make my pupils work in pairs, and I really like peer-tutoring and peer-learning, I have to say that my lessons lack of peer- assessment, maybe because I didn't think about its imortance cefore the course!
As what regards the course activities, I find the Peer-Review-Activities very interesting and stimulating.

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After completing a major step of the procedure, each team presents its findings to the whole class and the other teams can reflect on what is being presented, giving a feedback, which can be very useful.

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I use peer assessment after the production activities when they discuss in groups about their work, performance, weak points and strengths. They assess their peers talking about what worked and what didn't. Then they create a To-improve list for future tasks. Also, during oral presentations I give my students some rubrics to assess their peers. They love this.

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I have to confess that I have always been a big fan of peer-assessment, even when I didn't know its name. It has been precisely the feedback of my colleagues (as a student or as a teacher) which inspired me, made me look for different solutions, helped me improve, challenged me, corrected me!  This is why I use it with my students as often as possible, either when working in pairs or among groups or even between groups.

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Peer assessment is a very powerful tool as children sometimes listen to their classmates much more attentively than to the teacher. I use this assessment method in a variety of contexts but my favourite is during oral presentations. I find that students demonstrate that they are clearly aware of the standards that we are aiming for and that the quality of the presentations continuously improve as learners attempt to implement their own critiques in their own work

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I have the students gather criteria about the aspects that should be considered when the project is graded. We then create a rubric together. Each student has a copy of this rubric in his notebook as a reminder when the students are doing their work. Collaboration about the outcome is stressed because I make them feel that everyone can get super grades if they work together as a class helping each other. They should show what they are doing to other groups to get feed back.One student is picked by product owner to fill out and sign the rubric before that student brings the product to me to be graded. If we are of different opinions then we discuss the differences and give the grade together. This technique works better in Woodworking class than in Physics class.

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I hadn’t heard about the ladder of feedback, but it’s actually a method I am currently trying to teach my students. For the most time students at my school tend to focus on the negative aspects and are rather “destructive” when providing feedback. They haven’t realized yet that collaborating is about helping each other and growing together. To them school is a competitive setting, possibly due to the fact that we adults, teachers and parents, haven’t been able to make it into something better. To at least give it a try and change the mindset, to me it is especially important that my students are thoughtful and helpful when giving feedback to their peers. I always insist that critique should help building something – not tearing it into pieces. We should be kind, sensitive and empathic. Tell your peers what they got wrong or could be improved but do not forget to be kind. And miss the opportunity to mention what you like about their work. To work on this aspect in my classroom I have put up tags with the names of my students on them. Classmates can stick positive messages to a nametag to show that they appreciate the work, help, etc. of that person.

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I use a lot of peer assessment when my students are doing any kind of writing activity. I ask them to give their texts to a classmate to read and ask for their views and suggestions for improvement. It is really useful and has helped my students a lot.

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Peer assessment is motivating and engaging for students. A task completed by a group can be put to votes by the class. This enhances team work and goal-sharing.

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Orbe, Las Palmas de Gran Canaria, Spain.

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Orbe, Las Palmas de Gran Canaria, Spain.

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From my point of view, peer assessment is a great tool to encourage students to be autonomous and take important decision in orden to control their own learning, identify problems and get their callenges.

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I há-de my first contact with Pereira and self-assessment In a course I tookin Barcelona. I was rather glad about it. In this course, I have learn much more about. In my school , at the library, we have a project where students of secundary level work with students of the level below. In the processo, they help them to study, to do their homewok, to understand their dificulteis... These students are supervised by teachers who acompany the work. So, ir is a kind of pee assessment

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I assess by peer assessment, but It´s a complementary assessment, not the unique. Because I think that students can be more demanding than the teacher.

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In my opinion,peer assessment can be done both ,during and at the end of the PBL

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Peer assessment can occur at the end of the learning process.

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Peer assessmant may be a good idea to involve students in the learning process, but it must be supervised by the teacher

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Peer assessment may be very interesting because students learn how to assess themselves by having the responsability of assessing their collegues work. In my classes I usuallly ask the students to assess their collegues work, keeping in mind constructive and positive feedback.

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In my practice, peer assement is not a very consolidated practice, but I believe it is a path that I must deepen. However, sometimes it can be used in the wrong way, so it will be important to create rubrics and evaluation criteria. Feedback ladder seems to be a good instrument.

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I think, though risky, it is a wonderful idea. However teachers have to control what other students say since they are not used to evaluate others and they can even be mean.

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I think the peer evaluation is risky because the guys are not accustomed to being evaluated by their peers

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Peer assessment is very interesting, but it has to be positive and follow the steps described in the feedback ladder. Otherwise, it can become a process of negative competition among students.
So far, I have never used this methodology, but I will certainly begin applying it in my classes.

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I have used peer assessment in almost all levels of the development of my PBL content. It is a natural to include critiques sessions in the teaching/learning process. You can integrate peer assessment by insuring you have included and expectation for multiple drafts in your PBL.

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Peer assessment is a good way to share best practice between students. Especially when students are responsible for the end result of their study.

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I have to admit that peer assessment hasn't been an important part of my lessons. I sometimes use it to get the feedback on students' writing or exercises done in class. What's more, I have noticed that sometimes students don't like that peers suggest changes in their work. But after watching a video I realized that I have to give guidlines for students how to do it by using Leader of Assessment, to do it politely and devote more time to this activity. I will use it when students are asked to do some written assignment, before handing it in to teacher.

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Peer assessment has always been part of my  classes.
Either in group work or oral presentations, for example, it is in fact, a important feedback for my students.

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Orbe, Las Palmas de Gran Canaria, Spain.

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Orbe, Las Palmas de Gran Canaria, Spain.

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I really use peer assessment in some activities where we need a quickly feedback about how the lesson is going on.

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Peer assessment can be very useful and formative for students because they can learn from each other and they learn to be more resilient, assertive, they leran to comunicate and also to respect the differences. Some years ago, In Portugal, we had a subject named project where I used to use peer assessment and rubrics. It worked very well (although time consuming). IThis course reminds me that have to use it again.

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My peer assessment experience is rather short, such as small feedbacks that students give each other in situations like oral presentations. Define a strategy, with evaluation rubrics, or Ladder of Feedback, seems to me a good beginning. Peer assessmentshould be a motivation for students if they meet the criteria defined.

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I think the best way to promote peer assessment is by using rubrics.

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I think peer assessment teaches students to respect each other and value contributions by others. Students learn to craft their language not to heart others. It's a great way to help students improve without the involvement of teachers. When teachers are involved students may think they are being tested and peer assesmeet removes this tension.For these reasons, I would intend to use it at any given opportunity during lessons. I think going through The Ladder of Feedback with the stude and guiding them to create their own early on in the PBL would help to create a positive environment.

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I find peer asessment a super powerful tool to use in my classes. I'm a maths teacher and I try to work in cooperative groups to solve exercises and I can see the benefits. My students are more interested in the activities we make and they achieve better results working together and giving each other feedback about the others activities.
In this course, peer to peer assessment is great for me because people that I don't even kjnow are giving me ideas and different points o view thar enrich my work.

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I reckon that the peer assessment is really important , actually I make use of it in class , as it drives students to be more responsible and critical in evaluating

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Peer and self-assessment are very important for students to regulate their own learning by making them more aware of the changes they need to improve performance ... My experience shows me that although initially the students are sympathetic to the friends, with the training, they become progressively more just, critical and responsible. However there is no yet regular and systematic habit of considering peer evaluation as an integral part of classroom activity.

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Although I prefer to work in groups with my students in Physical Educational, I have to recognise that peer assessment is very effective. It let them learn and teach on each other at the same time. Even, I really think that this kind of assessment power relationships.
I usually implement this technique in Rhythmic Gymnastics. Each pupil has to assess his partner five skills of every beam (rope, ball, hoop, club and ribbon).  Consequently, his peer has to do the same. In this case, it´s a summative assessment.
Nevertheless, this technique can be used as a way of formative assessment too. For instance, we are working long jump in peers. I give them an image about a perfect long jump. In this way, one of them try to do it while his partner is correcting until improving his technique.

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I think peer assessment is important because students feel comfortable when talkng to friends. It is easy for them to say their opinons  to peers.
In my lessons, I let students assess their peers after they created a project, output or paper.

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Peer assessment is the best way to assess students, as it motivates them.

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I have used peer assessment with students in projects of the Information Technology subjects, although I have to recognise I was not doing it in a proper way. It was more focused on evaluation (co-evaluation, grading) and it was done by the end of the process. Now I understand that is better to include it in all the steps of the project, specially in the ones where the feedback is crucial to let students improve from a  constructive review.

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Peer assessment is not a  consolidated practice  yet, at least in an everyday activity basis in the classroom. I try to implement it as often as possible mainly when students develop  pair or group work. Here's an example of a grid to assess pair / group tasks.

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I often use peer assessment , so that learners can assess one another. I do this with checklists to guide them. This kind of assessment help students to understand their language use and performance better, and so become more autonomous.

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I'm not used to use peer assessment but it seems to me very important and attractive for the students. I am going to use in the next project.

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Peer assessment is very important for the team work of the students to develop their critical thinking. At first I was worried that students could be subjective, but they were gradually satisfied with the responsibility they had and were really objective in their feedback.

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When I give a pair-work, I see, that sometimes student bring their own work in the classroom and college is assessing other work. In the end they combine a final result from the best parts of two works. I have no experience in PBL, but I strongly believe, that there is a great opportunity to me to try this approach in my practical work.

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Peer assessment is very important and I use it daily when i do etwinning activities, when they have to learn a new tool, while using my padlets where my students have to share materials, while preparing videos and sometimes I let one student from a class go to another class to present his work to the others or to explain a tool. Last time I used it was during personal presentation in a 12 students class. while their friend was talking, the other students had to find the mistakes...at the end of the presentation they told their classmates about his/her mistakes. Everyone was listening and concetrating on the presentation.

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We have weekly timed meetings to observe project status and each student assesses it self and gets peer feedback according to each KPI's (key personal indicators). It is done in SWOT analysis terms.

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Particularly I use the evaluation by colleagues leaving a time to expose each group their vision and development of the work and thus to be able to receive a feedback of the rest of students and of the teacher

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My first experiences participating in a piecemeal evaluation was here in the course.
For me it's been a great learning opportunity. Peer evaluation motivates participation and takes the stress out of traditional evaluative processes with standardized tests.

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I don't do so much peer assessment as I should. I usually do it for oral presentations and sometimes for writing practice.
I usually do a kind of peer assessment when reading aloud. One student reads and another corrects. When the corrector doesn't correct, the other students in class notice and call the corrector's attention, which means that usually the whole class is paying attention to the reader.This is a very simple reading activity that works.

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In work with colleagues we were used "feedback sandwich". I used peer assessment with students when they worked in pairs.

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I usually do peer assessment in cooperative learning activities.

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I use peer assessment when my students make a presentation. They act a play at the end of each unit and they give their opinion about the plays. Sometimes they Show their appreciation by clapping their friends.

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I adopt peer assessement expeccially in Learning activity dividing the class in groups

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The peer assessment experience has given me interesting ideas for my teaching activity and helped me to be more focused on the goals and the relevance of my teaching strategies.

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I use peer assessment when adopting PBL in the classroom. For example, students in small groups prepare a summary or a presentation about a specific topic in collaborative learning through 2.0 web apps. Then, they introduce their products to the rest of the class, who is invited to evaluate the oral presentation and the digital outcomes. Unfortunately, in Italy we must stick to a law which compels us to use numbers 1-10 to grade every activity and/or test, according to a strict evaluation grid. As a consequence, it is very hard to assess soft skills and quality unless you provide your pupils with precise rubrics.

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I use only written peer assesments.Is more easier for my students with hearing loss.I use it in sumative assesment.I always need to instruct the students to give constructive,positive feedback

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I have started to use peer assesments last months. I used to get students workign ingroups but I was the person who graded them. They could comment the activity but nothing more. Now I am enthusiastic about the results I perceive.Worwing with rubrics that they create too, I get students be more involved in the process and actiivities. They are imrpoving their works more and more. About the peer assestment in this course, I am not very crtitical. I suppose, all of us want to learn PBL and our practise are on this way according to our background.

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I use peer assessment daily. Since my students do most of their tasks in peers, or in small groups, this type of assessment comes naturally. Sometimes I give clear instructions on the aspects they should consider when checking their colleagues' work, but at other times I give them freedom of choice, depending on which criteria they consider most important. I also use Padlet as a working tool because it allows each student to have access to the work of the whole class. New ideas and new content are often suggested, and students end up including them in their works, valuing them.

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First during this PBL course, I tried to see the qualities in my peers' work, but also I had the desire to be helpful. And I waited about the others opinion on my work, hoping it would be helpful for me so I can go on with the course with new tips.
So I guess the pupils in class have the same feeling : when assessing, they want to help their friend, and when assessed they hope to get some help back.
The point that you are less emotional about your peer's work than your own is very important.
I really think I will try to improve this part in my daily teaching.

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When used in grading, peer assessment can give the instructor needed information on student performance.   Especially for large online classes, it may allow inclusion of assignments where students’ creative work could not be graded reliably through automation or efficiently by teaching staff.

Peer assessment techniques vary considerably, and are often best understood through example.  To give effective, valid and reliable feedback to fellow learners, students need clear guidelines, training on assessment criteria and scoring rules, and practice with examples.   Before students are ready to give feedback to others, their assessments should be compared to staff-grading of the same examples for quality assurance.

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I adopt peer assessement expeccially in Learning activity in groups

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I strongly think this is a great idea though I don't practise it often. One of the most important points for me is that it gives the student power and they feel more involved in the project, as they know they are going to be assessed by one of their classmates.
In the same way, P2P in this course gives us the opportunity of learning from colleagues all over the world and take into account their pieces of advice.
Although we don't know each other personally, I would feel horrible if I didn't try to do my Learning Design the best I could!! ....I don't really want to feel I have done a useless job!!

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I usually do peer assessment activities as a part of activities reviewing specially for wrtinig exercises. We create rubrics all together for peer assessment, I mean, students and teacher.

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I use peer assessment in multidisciplinary groups. I divide the class in small groups and set up a specific task. Each member of the group must achieve the goal. Therefore, it is the responsibility of all of them to explain, give feedback, make sure everybody understands and check their peers work. If one member of the group fails all the rest fail too.
Although it may sound hard it really works with my students because they make an effort to get it right and sometimes they understand their peers' explanations better then mine.

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I had never thought of the importance of peer review, so I did not do it often.
Whenever I realized it, I felt that the students are more critical of each other than we are to them. And that sometimes the friendship factor also influence. I now believe that peer evaluation going through the scale decraus will be advantageous and improve my view on peer evaluation.

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When I participated in peer assessment in this course I sometimes had the feeling participants are afraid to offend each other. So they just say compliments, but do not move past the first or second step of feedback ladder. When I was giving a feedback I also worried that maybe my words could upset another teacher. And I also do not feel very competent in PBL approach, so I do not feel I have the rights to criticize other people's work.

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Peer assessment is one of the fundamentals in the "actitude learning process". When we implement the peer assessment in the first years, infant, we are building resilience, autonomy, respect, tolerance, etc. It is crucial to do that with first learnes and their parents. Realy important to teach parents in this way. So nothing to add to the rich comments we can find in these contributions.Mine is that: begin the peer assessment as soon as you can do it.

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Peer assessment is commonly used in our school since we work in cooperative groups from a very young age. Kids are used to this kind of assessment, as well as self assessment using rubrics in both cases. At the beginning it is a bit difficult because they tend to be a little too hard on others, but with practice, it becomes a really good tool

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I work with young learner (6, 7 years old) and many times they complain about their duties or responsabilities when working together. However, peer assessment is a powerful tool for them to get organized without the help of the teacher.

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I see all the benefits of peer assissment, and I like to do this in my personal work (like here or some else course..) but, with students can be problem with some of them who dont like assessment and they dont wont to be part of that.

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In math classes there are many peer assessment moments. Whenever students have to solve exercises, they usually solve them autonomously, but later, they should check with a colleague if the exercises are correct. In this practice, students are called on to help their classmates without solving their problems, but by asking them driving questions to make them realize what is wrong and correct them. In all classes, there are students who stand out for their ability to help colleagues, evaluating their work, without being incorrect and without providing the answers. In this field I am satisfied. Nevertheless, in more open projects (less used) this is not so observed.
Personally I have used “peer assessement” in almost all the work in which I participate. Almost all of my lesson plans are the result of collaborative work among my fellow teachers and in addition I have also worked directly with the direction of the school in this perspective. I have often done the role of "critical friend" in various documents and proposals that school management has developed, in clear peer assessment.
I really enjoy working this way because I am a person who is very open to criticism and I believe in collaborative work.

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We say that because of  the forest we can't see the tree. So peer assessment is good because we get feedback from someone who can see all the good and bad sides of our work.

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PEER ASSESSMENTWhen children exchange their views on how they acted among themselves in activities, they clarify what they have to do, what are the responsibilities of each and every one. They learn to explain and argue, they better clarify sequences and phases of activities. They learn to argue and use a language that is capable of criticizing without arguing. If alone they can not solve a problem that blocks them, I know that I'm available to reflect and find words together to express their criticisms and their needs with their comrades so that they can be together and work with satisfaction and effectiveness.Emma

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PEER ASSESSMENTWhen children exchange their views on how they acted among themselves in activities, they clarify what they have to do, what are the responsibilities of each and every one. They learn to explain and argue, they better clarify sequences and phases of activities. They learn to argue and use a language that is capable of criticizing without arguing. If alone they can not solve a problem that blocks them, I know that I'm available to reflect and find words together to express their criticisms and their needs with their comrades so that they can be together and work with satisfaction and effectiveness.Emma

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Peer assessment encourages students to developt their qualities better. This type of assessment should be always positive.

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Seeing how „The leader of feedback” works, encurage me to implement it in my classroom, especially on PBL projects, where children can learn better when they will recieve more suggestions and values from colegues. I always tell them that we learn by learning from each other, and we learn by teaching something. It”s worth implementing peer assessment in my classroom, I will certainly try it.

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I partecipated in a course about using drama in the classroom. At the end each partecipant had to write a positive comment on a sheet of paper attached ot the others' back. At the end we all read our sheet. I do this activity with children because  I remember the nice feeling I got from it. This is , indeed a poor example.. but it's worth it with shy self conscious  children.

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I partecipated in a course about using drama in the classroom. At the end each partecipant had to write a positive comment on a sheet of paper attached ot the others' back. At the end we all read our sheet. I do this activity with children because  I remember the nice feeling I got from it. This is , indeed a poor example.. but it's worth it with shy self conscious  children.

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I´ve participated in some online courses where peer assessment is used and I think it is a very useful way to assess one's work because it is respectful with others' work and at the same time provides important feedback. I think that the rubrics can help pupils to assess other's work, I haven't applied them in my lessons but I would like to, that is why  I  wold try with the "feedback ladder" with my pupils.

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I tryied to use peer assessment during school activities. I used it to have an assessment of homeworks and for presentation or test where students have to show orally their knowledge. But I realize now that I was using it wrongly because at the end I asked them to give a grade or something that could be used as a grade. I'll change it, trying to use the ladder of feedback and using a simplified rubric for the evaluation.