Want to make creations as awesome as this one?

More creations to inspire you


Students as Resources for Each Other

Activating students for peer-assessment


Now what?

  • How do I exploit success criteria to ensure clarity when students work alone or collaboratively?
  • How often do I offer students opportunities to create and share work for peer-assessment?
  • What supports are in place to support effective group work?
  • How do I guide, support and monitor student learning while they collaborate?
  • Are there approaches to peer-assessment that I would share with my MFL department?

  • Students display their work around the room.
  • The work is viewed by all students.
  • Students then provide feedback based on success criteria.

Ghost Walk

Peer-assessment in the MFL classroom allows students to objectively see what learning looks like while gaining valuable insights into their own learning. When students work collaboratively, they have increased opportunities for target language use.

  • Teacher assigns roles to students during collaborative activities.
  • Suggested roles might be: reporter, recorder, task-master and time-keeper.
  • This ensures more effective feedback and meaningful interactions.

Roles for Collaboration

  • Each pair or group uses a placemat.
  • The main idea is placed in the centre.
  • Each student contributes their ideas in their section.
  • This is useful for brainstorming themes and sharing ideas.


So what does this look like in the MFL classroom?

Are there other approaches that you use?

Below are some strategies that might prompt your thinking.