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Peer review is beneficial in younger age groups as long as it is done carefully. and I like to work in pairs or trios.

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I think the viseo shows a very interesting activity and good ideas for my plan lessons

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I think  Chrysa' experience is very important for her  three different factors: individual performance, group performance and the group’s functionalit.
As soon as possible I want to try this method... Thank you.

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I can relate to our Greek colleague's words when she says " What is amazing here is that they didn’t only receive positive feedback with satisfaction but they also accepted negative feedback not as an arid critical statement but as a step that will make them better by improving their subsequent performance and practice."  I often use self assessment and peer assessment in my lessons, particularly after students have presented a project. I am very surprised but at the same time happy to see how tactful and honest students can be when judging each other's work.   It's amazing to see that students often say what the teacher would say, sometimes even in a much better way! Have a look at this video for more tips on peer assessment

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Actually, I usually ask the same type of questions to my students (and they are 15-20 years old). I think most of them realize what they did and could have done better on their collaborative work and the ones who really give an effort express their satisfaction. If teachers like Chrysa start doing these type of work and assessment with students of younger age, they will find it easier later on.
I think it isn't easy to adjust to a new assessment method when you have spent so many years correcting individual tests and worksheets. However, when we leave tests behind and internalize collaborative work you start developing new strategies. As teachers, we are all in continuous learning. This is just another step in our careers.

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Jeane de Fatima, Rio de Janeiro - Brasil

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Jeane de Fatima, Rio de Janeiro - Brasil

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Excellent experience reported
I have the habit of at the end of the activity ask what they liked and hear the opinions and I like to work in doubles or trios of students.

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I really found them helpful.  Specially the ones in which they were also asked to analyse other pieces of work as in the following questions: " What point did you like most in the other group’s presentation? Did you find something different in their performance? What would you keep from their presentation , which would you like to use yourself in a future performance? "

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In fact, expectation is what we grow from an early age. We should prepare a new generation for a collaborate and a bright future, to  stimulate them .
Collaboration is another necessary skill in learning project

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I think it is necessary to start working together from small ages

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The tips are very useful and students from early age should be estimulated in assessing their actions. Really is no different than we do on a daily basis, but it is a conscient action from both parts, used in a sisthematic way, which leads to develloping effective skils.

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I think Chrysa used very effective methods of assessment. All questions seemed to me really to the point! Peer assessment encouraged students to collaborate most and gave back true feedback. As far as the assessment of the individual participation in a collaborative actvity, I think that she managed to do the best through her methods and especially the group functionality gave her the opportunity to assess everyone's participation.

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I found very interesting the evaluation organization set up by Chrysa.
I find it interesting to have identified three levels of assessment, individual perforamance, group performance, and group functionality, and I feel that it is getting students to know about what and how they will be evaluated, and it is very stimulating and I think it can have a positive impact on each's commitment and good work of the group.
Involving pupils in a self-evaluation process and evaluating their own and other performance is very important, getting pupils to think, focusing attention on the other also in relation to their own feeling of belonging to the group.

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The 3 types of assessment are clear design. Very useful is the part of the observation of the grooup. The peer assessment is the most critical for the collaboration among the group members

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I think that the method used by Crysa to assess her pupils is clear and productive. I agree with her about the challenge to assess the single pupils in the collaborative learning.

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The assessment of collaborative work brings a lot of observations that go from the knowledge and comprehension of the topic to the personal attitude and ability to share information and to find solutions together. I try difficult to assess all these different aspects and I think that needs a rubric or a checklist to write down these data.

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I have no experience with 6- to 11 years old pupils but <I find the methods used by Chrysa very effective. The final questions are apt for young students

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I think the colleague has touched on the salient aspects of the evaluation and led the groups by asking the right questions. My experience with 6 and 7 year-old students is a little different, my students are looking for a lot of support, they tend to have excessive fears about product realization, and often this attitude annoys the work of the group.Better balance the evaluation of the individual contribution to me is still an open question.

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Students at an early age can also make this type of evaluation, but it is necessary to complement it with other forms of assessment to be more objective.

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All activity, as Chrysa thought, is well thought out and structured. I think she has been able to explain the student assessment method, so they understand how they will be evaluated. And if requirements and rules are clarified from the beginning of collaborative learning, it is clear that it is not difficult to evaluate both the individual and the group.

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Chrysa's assessment was really effective and pupils of that age are probably sincere and having few simple options makes their judgement easy

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Her methods are highly good. She considered three aspects for assessing them; individual perforamance, group performance and group's functinality. I especially find "group's functionality" factor very useful because it assesses, regulates and enhances the process and this way keeps students effectively collaborate. The questions she asks makes students' learning process easier.

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The assessment methods used by Chrysa  are great! Thank you for sharing! I believe the questions she asked her pupils were helpful in getting them to reflect on their collaborative skills and I think I will definitely "recycle" them! Even if I teach secondary Education!!! Prescribing peer assessment to pupils of a young age (6- to 11-year-olds) is possibly the best way to teach them how to "learn to learn" and it was clever of her to introduce it at such a young age!

I do not know how to assess individual participation other than what has already been suggested... Teacher's observation rubrics is what I was taught during my PGCE and I've also tried self-assessment questionnaire's with questions like "who was the most active in your group?", "Who was the one who found the most information?" and so on... In this way I can check if my opinions are the same as the students' (I never write "who was the laziest?" as this would be a negative info and they might feel guilty in denouncing a friend)...

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My opinion is that Chrysa made a thorough job when assessing the group performance.

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I am impressed by the various ways of assessment Chrysa used in her work, asking questions I see as very useful and helpful. I don't think there is any restriction to when a peer assessment can be made so why not.
It's a great question she asks - I think it is one of the most difficult things we come across in collaborative work how best to assess the individual participation of a student - I am still looking for the best answer to that.

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Chrysa assess methods are amazing and the questions she asked very very helpful in getting students reflect on their collaborative skills. My students are age 10-12 so I'll certain try to use those assessments.

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I think the viseo shows a very interesting activity. It has suggest me new ideas for my plan lessons

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I loved a lot the various assessment methods used by Chrysa to assess her pupils’ collaborative learning and it inspired me too. Yes I consider that the questions she asked her pupils were very helpful in getting them to reflect about their collaborative skills. As for the final question, I consider a bit challenging to assess individual participation but in the same time we need to do this sometimes.

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My opinion is that Chryssa made a thorough job when assessing the group performance. As for the peer assessment at such a young age, I support her. Peer assessment can be made at any age, but the teacher must conduct/ supervise the questions/opinions.

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The criteria are very thoroughly explained by Chryssa. As to her last question, I try to assess my students via a wiki platform. I can see the comments posted individually except for the outcome of collaborative work students are asked to carry out.

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I think that the three elements considered, individual performance, group performance and group functionalities allow us to have a complete view of the situation. Peer evaluation is sometimes not easy for students. It may be that personal elements influence the assessment.

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I think that the three elements considered, individual performance, group performance and group functionalities allow us to have a complete view of the situation. Peer evaluation is sometimes not easy for students. It may be that personal elements influence the assessment.

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Chrysa gave us a very good example who to use collaborative work in class, il like how she made the evaluation using the 3 factors, individual performance, group performance and functionality. I find also challenging to find out how to assess the individual work of a student in a collaborative activity.

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Great Chrysea. Thank you for sharing. Wonderful tips.

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In collaborative work, students take responsibility for their own learning by directing their own pace. The team work is the important key element for the collaboration learning so it is important to evaluate the relationship in the team and the responsibilities each pupil took. It is important to emphasize the importance of the participation of the students in the evaluation process as a way to improve the teaching and learning and not as a way to give grades. I believe that some question were difficult to be answered and maybe it will be better if there was another teacher involve in the evaluation in order to observe the way that groups were working on the project.

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I think also that individual performance, group performance and the group’s functionality are  the key points for assessing collaboratively learning. Peer assessment works sometimes very well but in some specific units of the curriculum is very difficult to apply, or the teacher has to design very well the activities and this is not always easy. I am very curious to see more examples later on...

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I think it's a great example how to encourage self assessment. Which is the starting point of devoloping metacognition and awareness in the learning process

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I think that the various assessemnt methods used by Chrysa are very good because they can assess the individual, the group performance and the group  functionality. The questiond that she asked make her students think about their work. In my opinion it is hard to implement peer assessement in this age but it is possible. It is quite challeging to know the best way to assesss individual participation in a collaborative work. The teacher must have tools to do it.

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I like the method Chrysa used:
1. Individual performace (  Overseeing, guiding them, if necessary, through advisory feedback  )
Questions,  to implement a peer assessment
2 .Group performance
( Questions like : Did you devise a plan before starting to work? What difficulties did you experience that you didn’t expect? Is there something you would change if you could start from the beginning?
3. The group’s functionality
Walking between groups. Observing and making notes throughout the process of the team work.
Self-assessment sheet to evaluate their personal contribution to the group functionality.
I consider that the most important part of the process might be the tool she used to check the learning process

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I think Chrysa did a good work with her questions to help pupils to self-evaluate their work and their participation int he group activity.
With regard to the evaluation of individual performances, I think it is to be made in a successive moment, in which the competencies reached in the group activity will be evaluated via an individual test.

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I believe that in order to be able to properly evaluate collaborative work, different evaluation tools are needed. If pupils are used to evaluating each other from an early age, this can become easy and push them towards self-evaluation.
Concerning the last question, I confirm once again that individual assessment is the most difficult part of collaborative work. It is necessary that it takes place entirely in the classroom and that the teacher is a good observer and also that he has a good observation grid to detect the different contributions to the final work of each of the group members.

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Teacher Chrysa did great work while assessing collaborative effort. I do agree that it‘s crucial to include individual, group performances and group functionality while assessing. Self and peer assessment are perfect tools to achieve that, which is confirmed by the successful practice presented in the video. To my mind, evaluating individual effort is the greatest challenge for the teacher but not students. The teacher has to work on an efficient checklist and trust the students to do the rest. With implementing peer assessment, starting at an earlier age can only guarantee more success later, though some challenges may arise

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Thank you Chrysa for sharing this with us and also for your questions which, incidentally, are my questions as well.

First of all, i guess a great step forward in self assessment can be the implementation of group functionality assessment. As a teacher, we can design our own table or rubric to this end and then ask the single participants to express their opinions on their own and their mates' contribution.

Of course unbiased comments, mismatch or just sheer different opinions will always be an issue. However, our final goal, besides knowledge and competence in our subject is also the building of an active and fair citizen. To this end we will always be struggling and can spend some time discussing this with our students: are your comments objective? are you really thinking about the group's results and the group's health

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Congratulation Chrysa! What an original way of student evaluation! Bravo!

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I think Chrysa prepared well the activity to her students. Although they are very young they are aware of each other collaboration and skills. With clear, short and applicable rules they succeed in self and peer assessment. Of course it's challenging the assessment of collaborative work and I think it helps to use assessment tools and to do both individual and group assessment to get a fairest evaluation

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Ismailli, Azerbaijan
Chrysa's methods are very interesting and efficient for the assessing of students both individually and in collaborative learning.
She focused on their capacity of metacognition, that is also a skill that not all of students develope at the same age, expecially if pupils are too young (6-8 years old).
In this range of age they are focused more on their ego, so they tend to assess their performance as the best, if they are competitive, or the worst for those with low self-esteem.
I think that assessing of the individual participation of a student in a collaborative activity it's easier if teacher knows students very well.

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https://padlet.com/erazmus137sou/9kpf3f48m5ov?utm_source=started_a_padlet&utm_medium=email&utm_content=peek_image&utm_campaign=started_a_padlet

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Using various kinds of assessment is necessary to evaluate the student. There can be different level/kind of assessment, teacher should choose better one as their perspective.

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Chrysa's method is useful.
I organised a collborative activity with my student with the Jisgaw method.

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I think they are effective for assessment of collaborative work as she mentioned “Although I tried to evaluate the individual performance I feel that this part of my assessment was least successful.” I think that questions make students think about “What I’ve done about this work?” and peer assessment make each other encourage because they while they work on collaborative based activities, main return of it “using same language” and it makes them to criticize with their own language, so I think all teachers know about students attach importance to their peers. I find it challenging to know how best to assess the individual participation of a student in a collaborative activity. Because education is full of individual differences. And I can feel in every activity with every classroom I teach, classroom’s and student’s group work dynamic changes. So we cannot say peer assessment or self-assessment work or don’t work on students.

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Cinzia Vignoli, Italy. I think that it is a little complicated in the primary school to raise awareness of the level of participation of the working group, although there is still a need to envisage ways to make them accustomed to these activities.

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Cinzia Vignoli, Italy. I think that it is a little complicated in the primary school to raise awareness of the level of participation of the working group, although there is still a need to envisage ways to make them accustomed to these activities.

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First of all, I think Chrysa did a great job with her class and she must be very proud of her work and, of course, of their collaborative work. From my experience of collaborative lessons with 13 - 18 year olds, sometimes the students' assessment of the success or otherwise of the collaborative group can be influenced by their implicit or explicit understanding of their own contribution to that group. Hence, students who became very engaged and involved were generally very favorable in their assessment of the groups' work while those who struggled were less inclined (though not always) to acknowledge success and the activity was seen to be a failure. So, this area of how participation may impact on perception of the value of collaboration is something in which I have a keen interest and I am hoping to study it further as part of my Master in Education degree.

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As I wrote in a padlet in module 2 I meant  something like this. I did not translate it. Sorry for that. Hoping you can understand Italian. Of course it is just an example and in the last column on the right you can easily change the percentage you want to give to each part of it. It's very flexible

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I often use peer assessment with 6-11 years old students and it is very useful if we prevoius lead them, first of all, to give positive feedbacks every time it is possible, and second, to give negative feedbacks, when needed, in a constructive way. Regard the final question, it's the same I face too...

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Chrysta's experience can be a very useful starting point for me to improve assessment method in collaborative learning. Asking questions to students is easy and you can do it at any age. Moreover it contributes to develop their awareness. Every member of the group must be aware of his process and contribution to the final project.

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Very interesting... peer and self-assessment contribute to an individual improving and to a better self reflection, not only... it's a valid method to help students to become more collaborative.

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Nice explanation of assessment. It's important to make students aware of negative peer feedback as a way of improving rather than source of frustration

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Its very useful.

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I find it interesting to use the evaluation methods that Chrysa used for her students. I think students should learn to rate themselves from primary education. In this way, we can develop a balanced personality of students.

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I agree with Chrysa's evaluation methods. Peer ans self-assessment are very important and contribute to the student individual growth and should start at young ages. Rises their awareness to what and how they are learning.

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Chrysa's presentation is very helpful. Peer and self assessment is the best way to evaluate students. This method can contribute to better performance and self reflection.

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Self evaluation is always difficult, especially for young learners. I agree with the teacher's method beacuse in my opinion it's a useful way to get growing and reflect about themselves.

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I found Chrysa's assessment method very useful. It' s important to get students to think about their learning process and the outcomes of this process. I think that if we have to assess our students' collaborative learning we should evaluate more the outcomes and the way our students work in groups and less individual performance.

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I have really appreciated the video of Chrysa Tsamopoulou, a physical educator in Greece, who talks about her experience of assessing the collaborative learning of 6- to 11-year-olds.
"I   really  appreciate  Chrysa’s experience  because  she doesn’t use grades  but peer and self assessment to evaluate her  little kids . I am sure her children were motivated to do their tasks.  She had to make the evaluation in each group using three different factors: individual performance, group performance and the group’s functionality. Her walking between groups  was  a good way to observe  and make notes throughout the process of the team work in order to stimulate and encourage  group wasn’t work well.
I think it is positive using  as more assessment methods as possible in evaluating collaborative learning. We have to evaluate not only the outcomes of the activities but also how  students collaborate and connect to the group. All the evaluation  forms are excellent  because they help children reflect on their own work and improve them later. I completely agree with Teresa from Portugal that if students are used to self and peer  assessment in early stages , they will be  much more engaged in future action of collaborative learning.  In a collaborative work  it’s important toc reate the right conditions for students partecipation and evaluate the functionality of the groups".

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I agree with the kind of evaluation that Chrya uses. Would use the same. It is important to get students to think about their work in this type of collaborative work as well as the work done by their colleagues.

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the methods were valid and so is the question about the difficulty of an external-to-the-group observer (teacher) to assess individual performance, especially if part of the project is carried out outside the school. I guess that individual assessment can in time be obvious by the change in a student's general performance, since eventually they become more confident and active in classwork as well.

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About the first of the two final questions, I think that a  valid way to constructively check the individual participation and performance within collaborative work could be a progressive series of questions in a discrete period (medium term), because collaborative skills need time and maturity. On the last point -  to what extent is it appropriate to carry out discrete assessment for each member of the group since the final outcome is a product of collaborative work? -  I find: in full!
That is to say there are many other outcomes of individual knowledge and skills that can be taken into account for summative assessment, so that the assessment of a PBL - collaborative work MUST be totally rewarding and encouraging.

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As far as the assessment of collaborative learning is concerned, I think it’s ok to have both individual and group assessment provided that students are previously informed, as they were in this case. However, I do think that collaborative learning is about a whole group work and we should discourage individual performances in favour of greater cohesion within the group.  Sometimes it happens that in the group only a few students work, and the other just follow, this is why we teachers think it is unfair to assess everybody at the same level. About the questions Chrysa asked her students, I totally agree with this as it is intended as a feedback from our students about their work and as a way of self-evaluation of their collaborative skills. It is a very good way of having them think about how they learn and they work together.

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She asked exactly the same question that I wrote in the 3.1. The assessment methods was very good for that age and that type of collaborative learning. And I also agree that we should always question the students at the end of the presentations to become aware of the difficulties they felt and what they would to change. I already read a study that concluded that students performed better when peer assessment strategy was used and that it was possible for students to self- assessed themselves with accuracy even in a very large class where assessment could be too tedious for the teacher to carry out regularly and effectively, but I only work with children with more than 13 years old. I attach this work .

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Last year, I had an eTwinning project with 11-year-old students. Learning collaboration has been a success for them. On this occasion they have learned to work in a foreign language to express ideas, opinions, working from peer.

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From my point of view it is important to use different methods, not only traditional but also modern

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The evaluation methods used by Chryssa to evaluate collaborative learning are excellent. Teaching issues need to stimulate opinions at different levels and from different points of view. The whole set of issues that teachers set up sets up a particular classroom atmosphere, shows what is most appreciated, determines the notion of the right and wrong and who are / are not sources of information and knowledge. Questions are a means of encouraging different types of thinking at different levels of complexity. Types of questions can teach students that knowledge is not fixed and ideas are stretched.

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I think the assessment method should be chosen according with how much time you have. A check list is a very good idea for self assessment and doesn't need so much time as asking questions to each student.

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I found most of her methods very good, but I wish we could see how much did she interfere in the group work? When we saw some group didn`t do much, what should we do? I also think that it`s very important to let students know the way they are going to be assessed at the begining of the activity, but it takes time for them to understand all the different ways they are going to be assessed. Also there is an issue of individual grade for the final product, but I find that peer assessment, and selfassessment in combination with final presentation is in the everage, propper final grade for individual student .

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I think Chrysa's way of assessing students is wonderful if we manage to agree with students about the purpose of assessment. They should feel free to express their opinion from all points of view

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I think that Chrysa's job is wonderful and complete . Apart from the topic chosen and the activity that I consider  wonderful and meaningful, the effort to assess it from different points of view from those of students as to the contribution of the different members in the work, those of peers in evaluating other groups' work ( peer-assessment) and Chrysa's need to assess also individual participation that isn't really simple ! Great work

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The evaluation in each group using three different factors, individual
performance, group performance and the group’s functionality, as suggested by Chrysa is in my opinion well balanced. You have to consider multiple factors and different aspects of the collaborative work.
In peers' assessment, it is useful to guide students with questions to help them reflect on their collaborative skills and on their positive or negative interaction. Questions have to be appropriate based on the age and level of the students.
The individual assessment is needed in most cases, but of course is more challenging in collaborative work.

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Very, very interesting this video! I found the Chrysa's method useful and a good example to develop in our students critical skills. Although students in this video are quite young, they learn to reflect on their work, on the quality of their outcomes and on their collaboration skills.

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Chrysa's method is usefull. It takes long but it works.

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The video assessment techniques exemplified are good examples to engage students in activities and help them reflect on their performance.
The selected questions help students to focus on the essential aspects of the discussion namely on the contribution of individual work to the group's outcome.
Regarding peer assessment with younger children, I consider it important to get them to reflect critically from a very young age. To do so is to educate for (future) full citizenship. Among other pedagogical aspects, this exercise helps to recognize and value the different contributions of the group to the common good; the importance and value of justice; the acquisition of a constructive reading of the world. Although adapted to the students' language and capacity for reflection, these exercises are essential for awareness of the world.

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I think Chrysa's working example is successful. I think that the methods used are a good example for us. it's really hard to evaluate group functionality. Peer review can be used in this regard.
Peer review helps to ensure the validity of the research, create a methodology for evaluating the research, and increase networking opportunities within research communities. Despite the criticism, peer review is still the only accepted method for research validity.
http://slideplayer.com/slide/7984220/

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very interesting and excellent method of Chrysa!  The last year I organised a collaborative activity with my student with the Jigsaw method: I formed groups of 4 students each and

I assigned a different task to each of them

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In my opinion the assessment methods used by Chrysa were effective and to the point, especially because of her students' young age. The questions she asked helped them reflect on their collaborative skills and feel less competitive. About her final question, I share her thoughts of finding challenging to assess the individual work of a students in a collaborative activity, since everyone contributes based on their strong points and skills.

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I think the method used by Chrysa really provide a valid assessment for the students especially in terms of collaboration. Moreover getting them to reflect she helped them to improve even their personal performance. Finally I believe a teacher has a challenging task to accomplish anytime so the best method for individual assessment is often related to the effords he does in improving himself in order to help his team to achieve the final goal.

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In my opinion, the effort Chrysa made to implement several activities to assess her pupil’s collaborative learning and to consider using different strategies, like the Jigsaw technique, is worthy of recognition. I think the activities were well designed. I also think that the questions she asked to her pupils were clear, simple and helped them in critical thinking.
Regarding the question of what we think about prescribing peer assessment of pupils of a young age I think we have to start building from the earliest age phase a culture of feedback. Introducing the language of feedback from the young pupils in fun ways will help them to build levels of resilience which will shape their capacity for learning. Many studies have considered how collaborative learning helps children develop social and interpersonal skills. Obviously, this type of learning is a process and needs explicit instruction in beginning stages. But, assessing the process itself provides motivation for students to learn how to behave in groups.
I think that using different mediums, whether it be books, discussions, technology or projects when students work together they are imparting ideas and sharing perspectives in a collaborative way.

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I think Chrysa's assessment methods are excellent to teamwork, helps her students be engaged and active. The collaborative work encourage pupils to consider the work of the other members.

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Chrysa's method seems to be good and children have participated collaborativelly. I think that giving them the criteria for assessment in the beginning is very important and I like the questions she asked them. Those questions allowed her to see if they respect each other, if they listen, if they worked. This is of great importance nowadays.

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I found the project and the efforts to evaluate fascinating and I will definitely remember some of the points made, eg. telling the students beforehand that they are going to be assessed both individually and as a group. However, although I found the peer assessment successful, I wonder how the answers given to her questions (Did I listen? Did I contribute?) when self assessing should then be evaluated. In short, I feel that we teachers, although we realize the importance of collaboration, are still seeking answers to our questions about how exactly group work can be assessed.

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I totally get the point of Chrysa: if the students had worked collaboratively, how can she \he be assessed individually? As I said in the other module, assessing it's a really challenging task , and we have to decide all the procedure in advance, in order to communicate it to the students.

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Chrysa's Methods are effective, but the evaluations it depends of type of students that we have. It can work with a very collaborative group or not if our students are quiet and do not cooperate.

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I agree with Chrysa's evaluation methods.
The questions put to the students also agree, these questions lead the students to think about what might have gone less well or what went better and what they should do next time.
I think that the evaluation of the groups also depends on the type of student.

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The method used by the Chrysa was very good and very useful. she explain all the points of the criteria of the assessment and each student know, what points should be remembered while completing the task.
Chrysa's method of assessment is very useful of each and every teacher. Nice work Mam.

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I think the assessment method used by Chrysa are effective because the students have the guidelines how to evaluate not only their own work but the one of their classmates. I suppose I need to create my own checklists for collaborative projects. It`s not challenging to assess the individual participation of a student of one group when you see the process on action vice versa when there are many groups.

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Indeed, the evaluation of individual work in a collaborative activity is difficult. To my mind, I believe that individual and group work evaluation can be done more easily if the individual and group objectives are different, if possible.

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Chrysa's methods are very useful. Also questions are helpful. I think age scale is wide. Peer assessment can be problem at age of 6,7. Instead group assesment may be the solution. Self assesment or summative assessments can be thought. Firstly students should be informed and Criteria of the assessment should be explained or mentioned.

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Chrysa's methods are very interesting and efficient for the assessing of students both individually and in collaborative learning.
She focused on their capacity of metacognition, that is also a skill that not all of students develope at the same age, expecially if pupils are too young (6-8 years old).
In this range of age they are focused more on their ego, so they tend to assess their performance as the best, if they are competitive, or the worst for those with low self-esteem.
I think that assessing of the individual participation of a student in a collaborative activity it's easier if teacher knows students very well.

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In my opinion I the method showed in the video is very interresting because peer assessment and individuala assessment we can improve the civitztion skills.

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Q: What do you think of the various evaluation methods used by Chrysa to evaluate the collaborative learning of his students?
A: I especially like when Chrysa asks her students a series of open questions on how to identify specific (positive or negative) aspects in other performance.

Q: Do you think the questions he asked his students have been useful to let them reflect on their collaboration skills?
A: Yes, for the first sets, but not for the self-evaluation set. In my humble opinion is more effective to ask specific behaviors with a gradual scale, not just yes-little-no.
Another way is to create an assessment rubric where we can include all the specific behaviors from the worst to the best in each element of our evaluation process. In this case our students know the best behavior they can take for a better evaluation.

Q: What do you think about prescribing peer assessment to pupils of a young age (6- to 11-year-olds)?
These guys are able to evaluate their activities for me. And this kind of practice can give them the chance to improve their soft skills so important in our fluid world of work.

Q: Are there special considerations to be taken into account? What about the final question she asks us and our expert to reflect on: do you find it challenging to gauge how best to assess the individual participation of a student in a collaborative activity?

A: Yes, it is very difficult to find the best way to evaluate a student's individual participation.
I propose an individual process diary, in which each student reports all the activities in which he did something. In particular he must write not only what he did, but why, and how he did it.
Teacher can evaluate this diary like a specific document inside of the assessment activity.

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I totally agree with Chrysa methods about assessments. It is very important to say to the pupils about the final assessment, where they have to give a feedback. I think it makes them to be very attentive what the classmates do, say or present.

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highly creative, encouraging.Chrysa'methodology.