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It allows students to engage in critical self-reflection on their own learning, that is an essential aspect of their academic and personal development.

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It provides explicit opportunities for students to reflect on their presentations, essays and problem sets, and allows them to critically engage with their work, identifying strengths as well as areas for further development. 

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She

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Emilia, Italy
Peer assessment is important because students feel more confident with their mates. they can help each other and understand their weakness or strenghts, 
as they can improve together their task

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I believe that the evaluation of openness is very educational for students
they feel more free to express themselves, to say their own idea, to clarify concepts among themselves.

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I often use peer assessment with my students because I believe it can encourage their involvement and responsibility. Moreover, it also helps to develop students' judgement skills.

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I use peer assessment from time to time. I think it's very important and useful for students. They learn more when they comunicate peers...

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At the end of each lesson I usually ask my students to think about what they learnt during the lesson and what they need to improve and to write it on their notebooks . In the beginning they had some difficulty in doing it, but as time went by they did it quite well.

My students are also asked about the activities they like best and sometimes they suggest other activities/ ideas for the English lessons, which are amazing.

I also use peer assessment to assess group work, students’ presentations and for writing and reading tasks.

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I don't really use peer assessment in my teaching, while I do ask for comments and feedback from other peers when a student is being questioned regarding a topic he/she should have studied.

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I use peer assessment especially when my students use technology for learning. The most skilled helps the weakest. Sometimes my students do peer assessment with me as well. They are often more skilled than me in using technology!

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I use peer assessment from time to time, because I think that students learn more when they learn something from their peers.

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I use peer assessment in all stages of work. when students read what they have written to each other and ask each other questions about their work. It is especially useful

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I did a reading activity with peer assessment. They had to read the text individually or they could divide the text. Then they had to answer some comprehension questions about the text. Finally they had to share their answers with their peer. They had to discuss whether it was right or wrong,

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In the embeded assessment I usually prefer (presentation in classroom from each team, where the others play the "role" of :

A the "supporters" ,

B the "scepticals" and

C the "callibrators" students feel encouraged to discuss and exchange their opinions and comments, learn by themeselves, indepentendlly, and engage themselves to become better and improve next presentation

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I use peer assessment for writing task and group work and I think it's very useful to involve students in the learning process and to motivate them in getting better and better. In my experience is very useful to strenghten weaker students: they like to be assessed by classmates and it helps them to get confident and concentrated. For the peer assessment I give students a rubric, just a few criteria, to follow.

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We all know how peer evaluation can be very useful because the students have their own strategies that can share with your colleagues. Students feel more supported and understood. We will have to be careful with the formation of groups and know well the characteristics of each student in order to develop skills to work in groups.

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I use peer assessment for group work but I think I will use it more regularly for formative assessment from now on. As I need to improve my students' writing skills, I think that introducing routine peer assessment is going to be really useful. I often use peer-to-peer learning in the periods when we try to strengthen the weaker students's language skills, and it has been really effective.

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I use peer assessment for projects . It really helps students improve when they give their assessment. , I  use it for summative assessment

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Peer assessment helps each other to improve their work. There are benefits for the person who receives feedback, but also has benefits for the person who gives feedback.

I have enjoyed peer assessment in this course very much, since it gave me the chance to share other colleague’s ideas.

I have already uses a kind of peer assessment in my classes for some year, when my students did group work.

Peer assessment allows reflecting on our own work and group work is more successful when students are involved in the assessment process.

In my opinion, the ladder of feedback is a great tool and I’m going to make it a central process in my class feedback.

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Peer assessment is important because students feel more confident with their mates. they can help each other and understand their weakness or strenghts,
as they can improve together their task.

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I give peer assessment only in projects . students like it and what surprises me most is that they
know very well how to assess. Their marks are adequate and similar to mine.

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I use peer assessment for projects and sometimes for written tasks. It really helps students improve, both, when they are being assessed and when they give their assessment. Sometimes it is used for formative assessment, at times, it is also used for summative assessment.

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Sometime the students write something and we read their work aloud and the peers give them suggestions. I use peer assessment also in group works. However I think I will use more peer assessment in the future.

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I have used peer-assessment in my classes and because I do it for many years students have got used to that. Nevertheless, not all teachers use peer assessment. In the learning Design I could integrate it in the process of working (who does what) and in the end product

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When we finish a test , each student corrects his companion test (teacher guides students). We do it just finished a test. At the end of correction, each student  writes suggestions to his companion, or explains why the job was done right.

So student:
-immdiately understands why he made a mistake or how he can do better his answer or task
-becomes more responsible
-becomes more independent.

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I have used very little peer assessment in my classes until now.  Now that I’ve discovered the Ladder of Feedback I can understand how to structure this to make the feedback a valuable learning experience for my students.  I’m looking forward to trying this out with my classes.

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I do use peer assessment for group works. I think peer assessment is very useful to empower children about their work and their learning process.
Peer assessment is a powerful tool to implement learning, students are involved in developing the assessment process.The ladder of feedback is a very interesting way of organizing this activity. I will try to include it in my PBL.

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I usually use peer assessment in projects and presentation but I find it useful and during the everyday learning process when my studnts have, for example, to evaluate their peers homework or an exercise done in classroom

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I only use peer assessment when one group gives a presentation and the rest of the class tell what they think.

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My students like peer assessment :  before an important interview  for  summative assessment they use to ask classmates to listen to them while reviewing their presentation

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The peer assessment is very important for me. So I was getting objective feedback  that allowed me are improving their work. Also, I think that peer review will be very useful in the classroom. Challenge and difficulty will be to teach students to be objective. That I tried to enter through cards to assess the multimedia presentations.
But this is just the beginning ...

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I will use peer assessment more often after this course. Right now I use it occasionally as Mária said, to have pupils express their opinion on a certain classmate's opinion / performance. I sure learnt with this PBL peer assessment and during my Summer break I'll try to aply some of the resources and behaviours I've seen in here. That was the purspose... to learn and improve! Thank you all for your sharing.

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I think peer assessment is a key part of the assessment project, as it implies that one's work can be improved. I have used peer assessment in class when evaluating presentations made by students about a specific topic I assigned. I have seen that those students with low self esteem, who were particularly doubtful about their work, gained more self confidence because of their peers' assessment and suggestions on how to improve what they had done... they were somehow confirmed that their work was already good and could be even better.

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I do use peer assessment both for projects and group works. In my experience, peer assessment is very useful to give to pupils responsibility of their work and of their learning process.

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I used peer assessment in my classes occasionally. Just to express other classmates’ opinions, but not peer assessments activities like for example the Ladder of Feedback. I will try it in the future! Thank you to my colleagues for peer assessments during this online course.

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In my school we work in groups. Most of the activities are team based and we always have peer assessment sessions, whether this relates to inside team work or the work of different teams.
We also use peer assessment when the teachers are working together, either in pairs or small groups holding regular meetings every week.

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In my classroom I mostly use peer assessment when students are asked to do a project or a presentation. They beforehand have the success criteria and what they should include in their project and then their peers are asked to assess their work depending on that criteria. Sometimes feedback is given through speaking activities and sometimes through writing activities.

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Well, I was waiting for the course to end so I can give some feedback, but I believe this module is an excellent opportunity. During all the PBL course the peer feedback lacks the most important feature: moderators had to monitor the process and assure that the feedback was properly provided, and that each course participant was receiving a useful feedback (from the second video you provided us to watch https://www.youtube.com/watch?v=DqWCJZH8ziQ ).

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In my school magazine editors group I use peer assessment in all stages of work. It is especially useful when students read what they have written to each other and ask each other questions about their work, like: What do you like about the text? What do you find interesting? Are there parts that could be more clear/vivid?

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I’d like to use group work and peer assessment more often for my students but it involves time and movement. This is hard for different reasons:

1.    Very small classes with too many students

2.    SS aren’t familiar to group work

3.    lack of self-control

4.    no open space outside the classroom

5.    limited number of teaching-learning hours

6.    lack of self-esteem which makes it hard to become independent learners, in fact they tend to lean on those peers that seem to be better skilled and who usually don’t transfer or share what they have learnt with others!

Considering this background… I have to offer lots of positive reinforcement both to weak and strong students and to my colleagues in order to keep them calm when we realise group work and peer assessment through the whole school! �w��

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I would use peer assessment in two ways: step-by-step assessment among team members evaluating the level of understanding and completion of tasks. Final assessment among teams (teams assessing other teams) on the final project presentation (before the official presentation takes place)

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As part of the learning  activities  and  of   the  realization of projects  with  students , I always found that they wanted to be active also in the evaluation process on the results achieved and the skills acquired.

According to a didactic and methodological approach applied  ,  based  on the productive exchange of ideas and a sharing  of points of views also on the assessment of the achievement of planned objectives and competencies acquired by students, the working groups have always experienced techniques self  peer to peer through the completion of the work observation grids , done within groups,  considering on how  the planned objectives have been achieved, on the choice of the ability to work in group strategies,  on cooperative learning, focusing on the critical points and the work force carried out by students.

This technique has made  possible to the responsible acceptance of a peer-to-peer self-evaluation process among students and consequently the critical acceptance of my assessment of the results achieved during the activities' teaching.

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Group works are important to develop students' confidences and social skills.When they work in group or in pair they realise one another's faults and tend to correct their mistakes.Peer assessment helps students to improve their ways of learning.

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Chiara Leoni, Italy     I think peer assessment is a good idea also because pupils will be commetted not only to produce a good work for the teacher to assess, but also a work which can be appealing to a person their age. I think their committment to their goal will double in a way.

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Chiara Leoni, Italy     I think peer assessment is a good idea also because pupils will be commetted not only to produce a good work for the teacher to assess, but also a work which can be appealing to a person their age. I think their committment to their goal will double in a way.

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Task 4.3 - Peer Assessment for PBL
When students in groups have realized projects they peer assess the work of colleagues. They have the possibility to talk about what they think of every Project in the class.

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The first thing my students realize when they are asked to do do some peer assessment for the first time is that assessing is not that easy :) This is especially true when they are not simply asked to look for 'mistakes' but to give a positive, constructive assessment of their peers' work or performance. They use to think of teachers as absolute "judges" and it is very difficult for them to see assessment as a way to learn. Being in the teacher's shoes ( because this is how they feel at the beginning) help them understand that assessment is not only about grading. It also help them accept a different opinions on their work, advice, suggestions - and learn how to give them to their peers.

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Peer assessment is very beneficial and essential aspect of PBL.In view of teachers ,It leads us to collaborate with our colleagues effectively.In the view os students, it leads them to improve assessment skills and feel ownership of project. we surely should activate peer assessment in our project process .So it facilitates our work and helps us have a better results after project.

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Until now in my teaching I don’t use peer assessment, but after this course I’m going to use it because I realized the power of this technique.

Review the tasks of my colleagues, as I have done in this course, was a very challenging and involving activity, which led me to a deeper knowledge of the PBL, particularly how to create Learning Design.

And get a review was always exciting, and I thank the colleagues who kindly review my works

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See all the wonderful things Monica Morana has made

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Peer assessment is a method of assessment which provides students with the appropriate criteria so as to become more involved in the process of learning. Moreover, students by sharing their concerns and making suggestions to other students is at the same time a self - assessment. What really impressed me with peer assessment is that we are referred to an easy type of assessment since it is not about yourself but unconsciously it is.

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I have used peer assessment in my classes  for some years, but  these videos have given me really interesting  suggestions about how to improve my action  in the future.  I have appreciated the LADDER OF FEEDBACK, I’ve just stamped a picture and put it on the wall of my classroom, I think it’ll be a nice surprise for my students in September

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Peer assessment allows us to reflect on our own work and on the work of a colleague through the criteria given to us from the teacher. It allows also to a more deep discussion between peers about the work under assessment. It is a very significant way to improve.

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Peer assessment is judging other’s work, but at the same time it helps improve your own work. It helps to identify what to look for in ones own work, as well as being able to discuss ideas and share information with others in a constructive and informative manner. The following links provides some useful ways to discuss how and why the peer assessment process can help those who choose to adopt it:

http://www.slideshare.net/Olgavila/peer-assessment-template

http://www.slideshare.net/mikegershon/peer-and-self-assessment-guide

http://www.slideshare.net/dominicpenney/peer-and-self-assessment-in-the-classroom.

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Group work can be more successful when students are involved in developing the assessment process. The main aims of self and peer assessment are to: increase student responsibility and autonomy; lift the role and status of the student from passive learner to active leaner and assessor; involve students in critical reflection;  develop in students a better understanding of their own subjectivity and judgement. Peer assessment  encourages student involvement and responsibility; focuses on the development of student’s judgment skills. Above all students are involved in the process and are encouraged to take part ownership of this process.

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Peer assessment is a really powerful tool in itself to implement learning having students take ownership of their learning process. The ladder of feedback is a very interesting way of organizing this activity. I will try to include it in my PBL.

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The peer assessment process that I encountered throughout the PBL course has been quite informative and beneficial to the way that I improve and modify my learning design as well as to my overall understanding of the course. Over the course of the peer review sessions, I have learned how to present information to my fellow colleagues in order to let them know what I think they did right and praised some of the points that I liked in their work, as well as learning how to raise some concerns or criticisms about their projects that I felt was unclear or could be improved in a constructive manner that was both respectful and useful in shaping how the viewed their own learning designs.

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Peer Assessment is an important way to help students to reach a better learning, they become more responsible and they understands their Strengths & Weaknesses !

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I always use peer assessment with my children and I think It is the best way to compare your work with colleagues. It's a way to take feedback and correct or improve our mistakes in order to improve your way of teaching.

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Peer assessment is just a way to be a powerful tool to deepen students' understanding of their learning process: children can better understand their peers' mistakes and they accept more easily a comment from a peer, a classmate rather than a teacher.

This PBL course gave me the great opportunity of participating in peer assessment activities: exchanging feedback on other collegues’ works helped me to enrich my reflections about my own work.

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In my teaching experience I've never used peer assessment in a formal way or in the way it's happening in this course, but I think that it can be really motivating for the students who are assessed and those who assess. Moreover students become more aware of the process of learning when they are asked to explain it to others. I often ask some of my students to prepare games for their mates using tools such as Kahoot or Quizlet and it is particularly interesting to see how much effort they put into it as "makers" and "players": it always goes down to a challenge for both parts and both are winners at the end.

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Peer assssment is quite positive since students are responsible for their perfomance. They undergo roles and make them feel part of the teaching- learning process.

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Peer assssment is quite positive since students are responsible for their perfomance. They undergo roles and make them feel part of the teaching- learning process.

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I have rarely used peer assessment in my classes but through these videos I have had intersting suggestions on how to apply it in the future.

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I must say I have learned more (or at least as much) doing the peer assessments than doing my own Learning Design. And this is because I felt under pressure and observed. I wanted to cause a good impression so I went to a lot of effort.

Now, I will present you with a great peer assessment activity. I apologise because I already shared it in Dotstorm in the previous activity as an example of formative assessment. This time it is shared to you as a great example of peer assessment:

You put two students of the same level to work together on a piece of writing. It is interesting to see how much feedback and correction they give each other. This can be considered "formative assessment". The teacher moves around and checks or listens to the peer's comments and intervenes if necessary.

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I’ve often used peer assessment for students, and I have seen very important effects on their self improvement. It definitely works better that self-assessment.

I’ve also contributed to peer assessment in an online course organized by our school advisor. It’s the first time, however, I have enjoyed peer assessment  in this course so much, since it involves peers from other countries and it gave me the chance to see other colleagues ideas. The ladder of feedback is great and I’m going to make it a central process in my class feedback.

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Using peer assessment in my classes I discovered students (children!) were very accurate and meticulous in their evaluations and suggestions! Here in this course I've noticed that it's difficult to give correct and useful feedback to my colleagues, because they are good teachers, produce great works and it's difficult to find some weak points or something to suggest to make their work better!

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At school sometimes we uttilizziamo a student which acts as a tutor. he helps his companion (usually the one with the most difficulty) and reflects with him on how the work must be done. But the peer assesment is something more, different. It is a mutual exchange of opinions and peer reviews. I think I want to know more about so that you can apply next year in school.

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I have never used peer-assesment in my classes, but next year I will definitely try it! I think it's very interesting and it could be a powerful tool for children.

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To model feedback is a good way of making sure students will know how to give feedback when it's their turn.
I always give people feedback in a 3 steps movement: what's working; what needs to be revised; how can we improve it. Now I'll be adding the questions of clarification first.

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I never use peer assessment because, from my experience, students never give constructive assessment. One group of them is always too harsh and others too gentle. There is also those, who do not care, and evaluation become useless. Usually, students can not explain clearly why they evaluate friends work like that.

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Peer Assessment is a must in my teaching context, as it promotes critical thinking skills and endorses a reflective teaching approach (something that students have come to appreciate)! Also, the Ladder of Feedback is one of my favourites!

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I never used peer assessment in the way that it is presented here, because I didn't know that it would be so helpful. I usually do it, but the students don't have the opportunity to rewrite, re-do their work.
In this course, with our peer review activities, I've realized that it is crucial to our development as it gives you a new perspective on your work

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I have never used peer-assesment in my classes, but next year I will definitely try it!

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I love to incorporate small projects in my everyday lessons. So, group assessment is a MUST, while every group presents his outcome. Because of the strict timetable and the stuff I have to cover through out the school year, I don't apply peer assessment as much as I would like to. I usually use P2P assessment on european or cultural projects. And I am definitely going to use  the Ladder of Feedback from now on!

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I didn´t use peer assessments up to now, but i think i will try a open diary of every students, where other students can give useful hints to problems or some feedback to the entries

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Since I followed the ESNA Courses, the pratice of peer assesment in my classroom increased. I noticed that my students are very critical ab severe. Together we can learn to see things in different ways. I'm convinced peer assessment stimolates critical thinking and involve the students more in their learning process. It's very important to stimolate them in good comunication skills, in being respectful, attentive and how to motivate each other writing or giving an oral  a peerview.

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I have done the peer assessment in my class with my students. Last year I started to do it because I attended a course on use of ICT at the lessons. There was the first time I heard about it and started to use. Thanks to this course I have understood it better. Now I'm going to use it more and more.

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I completely agree with these two videos, with the statements and reflections on the importance of peer assessment into an effective and meaningful learning process. But I work with students with special needs and I must say that, often, peer assessment put them in a difficult position: these kids frequently feel themselves different (in a negative way, unfortunately) from their classmates, and they fear their opinion (they don't want to be judged...).

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Before watching these two videos, I had "few and confused" ideas about peer assessment, especially about how I could use it with my students. Ladder of feedback seems a great and useful instrument and I believe it will help me give a scaffold to my students, introducing them correctly to peer assessment

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I am learning a lot in this course on the PBL method, and in particular in this form on the peer review process . In my experience during the laboratory sessions I ask students to describe everything they have done and observe a series of soft skills such as participation in group communication of their own work , the ability to understand the mistakes if the experiment is not succeeded.

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I think peer review has been a very useful tool to improve my assignments.

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This course has given me the opportunity to have peers and to be a peer in peer asssessment. I think this was very, very useful because I took a role I've never had. It made me to think and to learn much. When I was peering my colleagues' work I was really working on and for the learning design .I was giving my opinion, giving my suggestions but I was also thinking how important  that tool was and how the suggestions i was giving could help me as well.
As far as my students are concerned I think last year I 've already used a kind of peer assessment when my pupils  made oral presentations of the books they've read to the class. All of them had a rubric where they had the criteria for the oral presentation and they were asked to say  first of all the good things of the work,  then what they would change and finally  their suggestions. It was something they loved to do! They were really engaged !
I think the laddder of  feedback and the rubrics are a fundamental support for formaitve and peer assessment.

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I've never heard of the Ladder of Feedback and I'm looking forward for next school year to start to use it.
After watching the videos about peer assessment, I'm not sure if what I've already tried in my classes is really peer assessment. I sometimes ask kids to exchange their homework and correct each other. (They are usually more demanding than I am.) It also works when students have to practise reading or a dialogue they are about to role play. They help each other with pronunciation and intonation.

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When I run the setting and create groups, within each individual three or four functions. These correspond to competences of citizenship: Coordinator, technician, Archivist, Secretary.
This allows every moment of play a role and promotes job team

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I 've never heard about peer assessment before. I once asked my students to grade each other's presentation after commenting on that, but now I realize it's not how formative assessment really works. I just realized I somehow used the Ladder of Feedback in many of my peer reviews, and I'm glad I did it. So, to me, it's comes really natural to clarify, comment on the parts you liked, voice your concerns about other parts and then offer suggestions. This is what I love in this course! Thanks again!

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I teach business studies and ICT, because of time constraints have done very little peer assessment but think I could work on this more. I found sometimes the students do not want to be critical of their peers.

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I have not used peer assessments in any of my classes and I just can't wait to try it out. When I had to give feedbacks during this course, I really tried to give constructive advice and appreciations! And I also liked receiving peer reviews!!!

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Peer assessment is a great option but ( following my experience) only for group working

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I think I don't do peer assessment as often as necessary because it takes time and it hasn't become a habit. I will certainly try to use it more next school year because I am convinced it's useful.

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I have rarely used peer assessment in the past, and mainly through group-working, that requires a critical eye on the work of the others. Officially, it is now time to go with it!

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I sometimes use peer assessment, but not for real grades, but for practice. Students do an exercise in their notebooks or workbooks, I collect them and give them out randomly. We all do check up and they have to read their peers answers and correct them. Students are very strict assessors :) They like this activity very much, but I have noticed that that they are not very punctual.

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I was impressed by both videos particularly about usefulness of the peer assessment to the student which assessed his partner. Usually I tried to encourage my students however I found out the peer assessment much more useful

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I never used peer assessment.

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I must admit that I do not always use peer assessment, but I do it as much as I can.

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I think that this course has been very useful when it comes to peer assessment, as I was able to learn from the learning designs I reviewed and from the reviews I got on my own. I believe this is a very positive method of evaluation and it really makes students value their thoughts and opinions as well as their peers'.