# Student self-assessment and peer feedback

In a previous section of the planner, teachers are asked to plan for ongoing assessment opportunities throughout the unit of inquiry. To continue to deepen students’ assessment capabilities, teachers are encouraged to also document how learners will give, receive and apply feedback from various sources.

To create and promote a culture of embracing feedback as a powerful learning tool, teachers may find the need to provide instruction and modeling on how to provide feedback to others, utilize self-assessment tools and then provide opportunities for students to apply that feedback to make revisions to their work.

![This example of a co-constructed rubric is based on some of the Approaches to learning and can be used across learning contexts. In addition to helping set expectations, this rubric may also serve as a tool for self-assessment and reflection.](https://lh5.googleusercontent.com/VqdXuNwreWYUByN0EtFDd1ldCle1GPgOtVuZ_zdAMGys_c7SPzcnmsBdPOxa27wq6GoFcmbFnBZN36vspif4JCP6N92H-nkcwOI-JbQ0v9gzoUpmYxyJ-1p0osJFnWz9uLuKlOX3BAV_Uetm8A)

![Providing sentence frames supports students in engaging with peer feedback conversations.](https://lh6.googleusercontent.com/q6VJbSfXPAOphKY70u0Z6kM5BxkRwwhPBNAkCucnhN-x5unheeRlcYrb09j_3CaiY26kKPowTbb50Vl8GBRY_vOnaGz9F4BEOZwgnKHvTeda54jcILOWyNMS4Di7wM3RKD3yWTYmTKL0okjHJw)


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