Mystery feedback

Also known as: anonymous peer review

Mystery feedback can be used before or after a task is completed. If used before, then students have the opportunity to incorporate feedback before final submission. If used after, the feedback should be part of the final assessment. Students should be provided with a detailed rubric to guide them in giving useful responses, and time should be given for students to review feedback and ask questions.

Mystery feedback

ICT templates

Make sure you are logged into your Microsoft (new window) or Google (new window) account before accessing these templates. For more support refer to Getting started with technology (new window).


Learning activity templates
Office 365 Google G Suite
Forms – Mystery feedback (new window) Forms – Mystery feedback (new window)

How to use with ICT

If using a collaboration platform like Google Classroom or MS Teams, students can submit work to the teacher, who then creates a copy without identifying information and posts the copy to the collaboration space for comments. Alternatively, provide students with an anonymous form to provide feedback. Each task should be numbered or otherwise identifiable. Peergrade is a web application that allows anonymous peer review – it is free to use for teachers and integrates with Google Classroom.

Single computer

After anonymising student work, the work can be projected on a screen for group assessment, or you can print out anonymised work, number each piece and have students provide short feedback through an online form that resets after use.

External resources

Find out more resources
Title Link Description
Peergrade Peergrade (new window) Online platform for peer feedback between students.


Links to third-party websites:

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The department accepts no responsibility for content on third-party websites.

Personalised learning

Disability, Learning and Support

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.


For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.


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.


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.