Peer Evaluation
Steve Graser and Christina Randazzo
I.
Definition of Peer Evaluation - Students evaluating other students.
II.
Philosophy
A. Why to use peer evaluation - It allows students the opportunity to expand their
horizons academically and socially.
B. When to use - It should be used when all students have clear expectations and
understanding of assignments they are evaluating.
C. Suggested assignments - Literature circles, writing pieces, oral reports, math
correction, research projects in all content areas etc.
D. Students who practice peer evaluation develop skills to evaluate his/her own assignments.
III.
Tools for Effective Peer Evaluation
A. Rubric - Rubrics are scoring tools that specifically describe the criteria that are expected from the
students. Using a point scale (point scales can consist of numbers,
letters, and/or symbols) is
effective. Agood rubric also defines the quality of performance at each level.
B. Peer-editing - Peer editing requires children to read what a classmate has written and provide
either written or verbal suggestions. A teacher may develop a color-coding system (ex: a word
underlined in red needs to be looked up in the dictionary) or introduce editing symbols. Another
beneficial editing technique is for learners to trade papers and read one another's stories aloud. Peers
can then make suggestions to each other.
C. Checklists - Checklists can also be used in any grade, but their development depends on the level
of the students. Checklists can range from a few pictures for primary children to detailed requirement
lists for older students. The example shown on the 3rd page is an example of a writing checklist that
could be used for intermediate grades (3-5) for a story or short essay. After the writer evaluates
himself according to the checklist, the peer editor reads the story or essay and completes the other
portion of the checklist. The note at the bottom reminds students that if a peer editor checked “no” in
any box on the list, the writer is to discuss it with the editor. This is intended to make students think
about the criteria on a deeper level. If the students only needed to check “yes” or “no,” it would not
be worthwhile. However, when learners are required to discuss their choices with one another, they
must provide justification for each response. The teacher could also decide to take it one step further
by having the writer correct the areas that he and the peer editor agree are in need of improvement.
D. Verbal feedback - Learners at any grade level can use verbal feedback. It requires minimal
preparation on the part of the teacher, but can be very effective if used correctly. This type of peer
evaluation allows students to listen to one another and to speak clearly and concisely – two aspects of
the New York State English Language Arts Standards. Providing verbal feedback can be used in a
number of ways. For example, after presenting an oral book report, a student could select classmates
who would like to share comments. The learner who is commenting is required to mention one
positive aspect of the report and provide one suggestion for improvement.
V.
Extensions/Tips
A. Integrating Technology
1. Use tables on Word to generate rubrics
2. Have students use rubrics to evaluate web-sites
3. Have students post their created evaluation tools on the web for others to use.
4. Practice peer evaluation by reviewing other students work posted on the internet.
B. Websites
1.http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Create_Rubric/create_rubric.html
This site explains how to create a rubric from scratch.
2. http://school.discovery.com/schrockguide/assess.html
This site contains articles about creating and implementing rubrics as well as examples.
3. http://voyager.snc.edu/Slave%20Trade/peerwritingeval.html
Included on this site is an example of a peer evaluation form for a writing workshop.
C. Tips
1. Model what is expected when using any form of peer evaluation
2. Allow time for students to become comfortable with peer eval.
3. Trade papers with other classes to have students evaluate anonymous
papers.
4. Have older students evaluate younger students' work and vice versa.
5. Allow children to create their own evaluative tools.
6. Use peer-evaluating tools with other faculty members.
7. Create standard based lessons when teaching peer evaluation lessons.
VI.
Conclusion
Peer evaluation can be used at any grade level and in a variety of ways. It is a practical tool, because
life requires individuals to work together to accomplish goals. By critiquing peers, students need to
consider the requirements of the assignment as well as their reasons for commenting positively or
negatively. Furthermore, learners must support their decisions by providing specificities, also
requiring them to think at higher levels.
Three-Point Math Rubric
A 3-point response is correct and complete

The answer is correct.

The answer is complete and shows that you understand the concepts and steps needed to
solve the problem.

Your answer includes correct math applications.

Your work is labeled and easy to read.

Your explanation and reasoning is clear and shows you understand the problem.
A 2-point response is only partly correct.

Your answer contains some errors.

Your answer is incorrect, but you use the mathematical concepts correctly.

Your answer is correct, but your work shows you did not use mathematical concepts
correctly.

You include an explanation and show that you attempted to solve the problem using
mathematical concepts.
A 1-point response is incorrect.

You attempted to solve the problem using mathematical concepts and strategies.

Your answer is not correct, and shows that you do not understand the math concepts and
steps in solving the problem.

You include an explanation, but it shows that you do not understand the concepts needed
to answer the question.
Name __________________________
Date ___________________________
Writer's Checklist
Writer's
Checklist
1.
2.
3.
4.
Peer's
Checklist
Each paragraph is indented.
Each sentence begins with a capital letter.
Each sentence ends with a punctuation mark.
The writer checked his work for correct
spelling.
Y
Y
Y
N
N
N
Y
Y
Y
N
N
N
Y
N
Y
N
5. Each paragraph begins with a topic sentence.
Y
N
Y
N
6. Each paragraph has at least three
supporting details.
Y
N
Y
N
7. Each paragraph has a concluding sentence.
Y
N
Y
N