What are best practices for peer assessment of email skills in education

Best practices for peer assessment of email skills in education include the following:

• Provide clear assessment criteria and rubrics: Students should be given specific guidelines on what aspects of email communication they are being assessed on, such as clarity, tone, structure, grammar, and professionalism. This helps both assessors and those being assessed understand expectations and provides consistency in feedback.
• Use authentic, task-based assessments: Have students engage in realistic email writing tasks relevant to their field or context to make the peer assessment meaningful.
• Train students in giving constructive feedback: Peer assessment is more effective if students know how to provide balanced, respectful, and specific feedback that can help improve skills. This training can be done through examples, modeling, and discussions about feedback principles.
• Promote self-reflection alongside peer assessment: Encouraging students to reflect on both the feedback they receive and the feedback they give can deepen learning and self-awareness of email communication skills.
• Incorporate multiple assessment methods and iterative feedback: Combining peer assessment with teacher assessment, self-assessment, and multiple rounds of feedback favors continuous improvement.
• Use digital tools and platforms that support peer assessment and feedback for convenience and documentation if possible.
• Foster a supportive learning environment that values peer feedback as an important part of skill development, reducing anxiety and encouraging honest, helpful critique.

Summary from sources on peer assessment best practices in communication and education highlight the importance of clear criteria, student training, authentic tasks, formative assessment, and reflective activities to maximize the learning benefits of peer assessment for skills like email writing. ^{1, 2, 3, 4, 5}

References

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• How peer assessment could be interactive and effective

• Comparing paper-based and mobile application for rank-based peer assessment in interprofessional education: before, during, and after the COVID-19 pandemic