In the first phase “Dream”, students can brainstorm, think freely and share ideas. In the “Explore” phase, students collect information on a certain topic. In the “Map” phase, they structure their thoughts and ideas and seek to understand how they are related. In the “Make” phase, students develop or create a product or practise an activity. One possible activity for students in the “Ask” phase is to interview experts and stakeholders. In the “Remake” phase students replan or revisit their product, on the basis of the feedback or further information they received. In the last phase “Show”, students publish and present the results of their work. 

Peer assessment
Peer assessment in a group or class is very important if we take into account the credibility that may be given to the opinion of each peer
Differentiating individual participation
Group assessment versus individual assessment and selfassessment;  

We can give value to:

Discreet assessment
Discreet assessment can be used as an approach to assess individual participation and performance within collaborative practice when students are not aware that they are being assessed
The use of Mind Maps, Concept Maps and Infographics 
When we use non-standard assessment tools such as concept maps and mind maps or infographics, we are using extremely useful and versatile tools that are capable of valuing different skills from what is usually assessed. For example, teachers can include in the assessment criteria the depth of the concept maps produced by students, the number of branches featured in the mind maps, the clarity of the infographics, the aesthetics and creativity, and the synthesis and wealth of language used in these kind of artefacts.