The teacher was quickly convinced of the power of the device. Indeed, the same article that he had given for examination during the first year of his teaching in Geneva in 2013-14 was the subject of a peer evaluation process at the beginning of the second year semester (2014-15). He noticed a significant qualitative difference in the acquired notions related to this article between the 1ère flight and the 2e flight. This difference can be attributed to the fact that students were asked to evaluate the quality of the texts of some of their peers based on predefined criteria, and that they were also asked to do the same with their own texts. The fact that the students knew from the start that they would have to correct their peers encouraged them to read the article carefully.
The teacher also had fun comparing the points he gave to each of the texts written by the students. Interestingly, the points he gave were very close to the average of the points given by the average of the 3 student evaluators. It is therefore recommended that in order to engage in graded peer review, each assignment be submitted to at least 3, preferably 4, reviewers.
In a flipped classroom setting where a significant amount of work is required of students outside of class (but where the final exam workload is very light), it is recommended that students be told the maximum amount of time that each activity should take them.