Peer feedback

Also known as: stars and wishes, TAG feedback, I noticed/I wondered

Peer feedback is a structured process where students evaluate the work of their peers by providing valuable feedback in relation to learning intentions and success criteria. It:

  • should be used by educators to supplement their feedback, not replace it
  • encourages collaborative learning and can build and enhance students' capacity for judgement
  • helps students become teachers of themselves and each other, and to self-regulate their learning.

Peer feedback

ICT templates

How to use with ICT

External resources

Find out more resources
Title Link Description
60-Second Strategy: TAG feedback by Courtney Watson 60-Second Strategy: TAG Feedback Students at Concourse Village Elementary School practice giving and receiving feedback using a TAG Critique worksheet.
20-Minute peer feedback system by John Spencer 20-Minute Peer Feedback A feedback process (pitching, clarifying, offering feedback, paraphrasing, and coming up with next steps) explained on video and via blog post
Teammates Teammates TEAMMATES runs on the Google App Engine, using cutting edge cloud technologies. It offers confidential student peer evaluations, anonymous peer feedback, shareable instructor comment and searchable student records. It is not supported on Internet Explorer. 
Peerwise Peerwise PeerWise is an online repository of multiple-choice questions that are created, answered, evaluated and discussed by students. All activity remains anonymous to students, however instructors are able to view the identity of question and comment authors and have the ability to delete inappropriate questions. Suited to upper secondary.
CPD for Teachers What is peer and self assessment? This teaching resource from the Royal Society for Chemistry is a guide to peer feedback and self assessment, including research foundations, how to encourage effective feedback and assessment, and advice on using ICT.
Read Write Think Read the strategy guide Learn about encouraging effective peer feedback in a primary classroom. The guide focuses on literacy, but many of the strategies are more broadly applicable.


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Students with disability

When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.

Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.


To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students


High potential and gifted learning and support

When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development.  These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.


Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.


Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.


For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.