Peer Feedback





Peer feedback allows students to give feedback to each other about their work and suggest possible next steps. Peer feedback functions mainly as a collaborative learning activity. Peer feedback gives students practice with recognizing the success criteria for classroom learning goals in work that is not their own, which may give them a clearer understanding of the learning goal. 

This benefit to peer reviewers occurs whether or not their suggestions for improvement are taken. Just like formative self-assessment, formative peer feedback does not involve students giving scores or grades to their peers.

Students whose work is reviewed by peers receive feedback that they must consider in light of the criteria and what they were trying to learn, again giving them a clearer understanding of the learning goal. This is a benefit whether they agree with peers’ suggestions for improvement or not. If students agree that peers’ suggestions would improve their work and revise their work accordingly, this collaborative learning activity also helps to improve students’ work.

A video about peer feedback can be found here


Two Stars and a Wish. Students identify two areas in which a particular piece of their peer's work is strong, and one in need of improvement.

In order to work, this tactic has to be followed by an opportunity to revise and improve the work, if the students chooses to do so (feedback is feedback, not a mandate). For more information, click here. For a variety of templates, click here. Recommended for grades 3-5.

Applying Success Criteria.
This is a generic version of “Two Stars and a Wish” to make it more appropriate for use with older students. Students identify two areas in which a particular piece of their peer's work is strong, and one in need of improvement.  
Success Criteria Resources

Ladder of Feedback. This is a protocol that supports students in giving each other constructive feedback for learning. Students start at the bottom, asking questions of clarification about their peer’s work, then commenting on what they value about it, then raising concerns and making suggestions for improvement. 
Ladder of Feedback Resources

Single-Point Rubrics. Combining a criteria checklist with a feedback protocol enables students to give each other constructive, relevant feedback. The feedback should be followed by opportunities to revise and improve the work. Recommended for grades 3-12.
Single-Point Rubrics

Visual Rubrics. Task-specific visual rubrics use images instead of text to communicate levels of quality in student work. Students can compare a peer's work to an image and also indicate which features of other images could be emulated. Recommended for English Learners, students with disabilities, and all students grades K-12.
Source: Andrade, H., Hefferen, J., & Palma, M. (2014). Formative assessment in the visual arts. Art Education Journal, 67(1), 34-40.
Many examples of visual rubrics in the arts can be found here:

Using Exemplars.
Exemplars are examples of work on a specific assignment that illustrate what student work looks like along a continuum of quality.  
Learn More about Exemplars