Lesson 5, Topic 3

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Peer and self‑assessment: routines and norms

didactec 09.09.2025

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Photorealistic, candid scene of a modern, diverse classroom where a teacher models constructive feedback on a projected rubric labeled Focus, Evidence, Organization, Mechanics with checkboxes. Students sit in small groups exchanging printed feedback sheets and sticky notes (visible notes read: be kind, be specific, be helpful); a close-up shows a student's self-evaluation card with prompts 'I can explain this to a classmate: Yes / No - If No: what's missing?' plus lines for 'My top strength' and 'My next goal'. Warm natural light, shallow depth of field and respectful body language emphasize collaboration, metacognition and shared learning norms as one student writes kind, specific, helpful comments while another reads aloud.

Teach students how to give useful feedback (kind, specific, helpful).
Use rubrics with clear criteria so peers know what to look for.
Model the process: do a live peer‑review together first.
Self‑evaluation prompts:
- “I can explain this to a classmate” (yes/no). If no, what’s missing?
- “My top strength in this task” + “My next goal.”

Benefits:

Builds metacognition.
Students learn to critique work objectively.
Social learning improves feedback quality — but some students need practice in giving and receiving feedback.