General overview of how to implement it

The first step is to identify for which activity you are going to implement a peer assessment-based evaluation technique. In the context of CLIVE, it would be ideal to be able to assess the performance of other colleagues during the implementation of a group-based creativity technique (e.g. brainstorming, Six Thinking Hats, etc).

Next, there are as many ways to organise and develop a peer assessment as there are teachers, but you can use the following guide to figure it out which process would best suit your needs:

• It would be advisable to previously design an evaluation template to be distributed among your students in which you clearly state the expected results of the activity and the evaluation criteria that should govern the reflection on the work carried out.
  • The choice of expected outcomes and assessment criteria can be made on your own or by you;
  • Alternatively, you can involve your learners in a short group discussion before the start of the activity. In this case, we recommend writing down the selected criteria on a whiteboard so that they are always available to the learners during the development of the technique.
• Introduce your learners to what and how peer-assessment is used to observe and measure the results after the creativity technique.
• Divide learners into pairs or small groups (ideally 2-4 participants), to work together on the peer-assessment exercise.
• If you have prepared an evaluation template, hand it out to your learners before the activity starts so that they can take notes or review the criteria throughout the session.
• Once the activity to be assessed has been completed (whether it is a single individual session or a process that can be assessed over time), give your students time to reflect on each other’s work and complete their assessment sheet.
• Monitor the quality of the feedback provided between pairs or groups, ensure that constructive criticism is shared in a respectful manner and encourage peer exchanges on the experience.
• You can spend a few minutes at the end of the activity doing a short debrief – compare the peer feedback with the teacher’s own feedback.
• Provide feedback to the students themselves on their work by assessing others..