By embedding collaborative assessment into daily practice, you can see the remarkable impact on students’ language development.
At PS 16, The John J. Driscoll School, a dynamic learning community in New York, collaborative assessment isn’t just a strategy—it’s a mindset that empowers multilingual learners (MLs) to take ownership of their language development. Through peer assessment and structured collaboration, students refine their speaking, writing, and comprehension skills in an environment that honors their assets, amplifies their voices, and builds confidence in using academic language.
But what makes collaborative assessment such a powerful tool for MLs? And how can educators get started?
Why Collaborative Assessment Works for Multilingual Learners
Language acquisition isn’t just about passive exposure—it thrives in interaction, authentic practice, and meaningful feedback. When multilingual learners engage in peer assessment, they benefit from:
→ Increased language output – Speaking and writing for an audience (even a peer) encourages risk-taking and fluency
→ Stronger comprehension – Giving and receiving feedback requires active listening, interpretation, and synthesis of ideas.
→ Asset-based learning – Students build on each other’s strengths, focusing on what they can do, rather than deficits.
→ Ownership of progress – Setting language goals with peers fosters agency and self-efficacy.
At PS 16, collaborative assessment has transformed how MLs engage with language. “I need to add internal traits to my character,” one student shared. “I have external traits but I need internal traits to describe my character.”
Getting Started: Laying the Foundation for Peer Assessment
Effective peer assessment requires clear structures, modeling, and an asset-based approach. Here’s how to set up a language-rich, collaborative assessment culture:
1. Establish Norms for Peer Feedback
Before students assess each other’s work, co-create guidelines for respectful, strengths-based feedback. Ensure students use the co-constructed success criteria for the product or performance to target feedback. Use sentence stems to scaffold conversations, such as:
→ “I really liked how you… Can you add more details about…?”
→ “This sentence is very clear. Maybe you could add a transition word like…”
Consider the “Two Stars and a Step” protocol, where students highlight two strengths and suggest one next step to improve their peer’s language use.
2. Use WIDA Can Do Descriptors to Guide Feedback
Align feedback with WIDA performance levels so students know what proficiency looks like. A student working toward Expanding (Level 4) might aim for:
→ Adding more complex sentences in writing.
→ Using content-specific vocabulary in discussion.
By using WIDA’s Model Formative Language Assessment, students can track their growth over time, building confidence in their progress.
3. Make It Multimodal
Not all students feel comfortable giving feedback verbally—so offer multiple ways to engage:
→ Written feedback using sticky notes or feedback forms.
→ Audio recordings for speaking assessments.
→ Visual supports (sentence frames, exemplars) to clarify expectations.
At PS 16, students use peer feedback stations where they listen to recordings of their speech, and then work with a partner to revise for clarity and fluency.
4. Build a Growth Mindset Culture
Encourage students to see mistakes as opportunities. Model self-reflection by celebrating revisions as a sign of deeper learning. One teacher at PS 16 reminds students:
“Your first draft is like planting a seed. Feedback is the water that helps it grow.”
The Peer Assessment Process in Action
At PS 16, collaborative assessment follows a simple, repeatable cycle:
- Students set a language goal (e.g., “I will use three academic transition words in my writing.”)
- They create or perform a task (writing a paragraph, recording a discussion, summarizing a text).
- A peer assesses their work using a rubric or checklist.
- The student revises based on feedback and reflects on their progress.
The Impact: More Confident-Engaged Language Learners
By embedding collaborative assessment into daily practice, you can see the remarkable impact on students’ language development. MLs improve their speaking and writing skills and gain confidence as active participants in their own learning.
“When students hear feedback from a peer, it sticks. They internalize language structures and become more intentional about how they communicate.”
Bringing Collaborative Assessment to Your Classroom
If you’re looking to empower multilingual learners through peer assessment, start small:
→ Begin with sentence stems for structured feedback.
→ Use WIDA Can Do Descriptors to set realistic, asset-based goals.
→ Integrate multiple modalities for feedback (spoken, written, digital).
→ Celebrate growth over perfection to build confidence and agency.
Language learning flourishes in the community. By embedding peer feedback into instruction, we create spaces where every multilingual learner is seen, valued, and supported on their journey to academic success.
Want to explore more strategies? Download our Peer Assessment Guide for ELLs and start transforming language learning today!
