Teach self- and peer-assessment by starting with rubrics, then glows, then scaffolded grows¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A sequenced recipe for building students' assessment skills: first teach students to use a rubric or checklist independently by self-assessing and comparing their rating with the teacher's; then have students exchange positive feedback ("glows") using prompts for active engagement, contributed intellectual ideas, active listening, and question quality; finally scaffold to improvement feedback ("grows"), using "I wonder" phrasing to make feedback less direct. This empowers students to monitor their own and others' progress and become more independent, self-directed learners.

Design Implications¶

Context¶

Requirements¶

• A classroom culture of learning and groups set up with collaboration skills, with the teacher intentionally guiding and supporting the process

Constraints¶

• Teacher must intentionally guide and support the process; peer assessment fails without this support

Target Learners¶

• K-12 and STEM students in collaborative learning settings

Target Learning Goals¶

• Self-assessment and peer-assessment skills
• reflection
• collaborative communication

Related Strategies¶

• Rubric Based Self Assessment
• Self Monitoring_Checklists
• Checklists
• Calibrated Peer Review
• Use Rubrics And Exemplars

Examples¶

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Key Sources¶

• Fusco, J., DiMaria, S., Yeadon, B., Kolodner, J., & Shell, A. (2025). Assessment During Collaborative Learning. Digital Promise. https://doi.org/10.51388/20.500.12265/252