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Peer review rubric: grades K–2, 3–5 and 6–8

This peer review rubric is written for students to use: it scores the feedback a reviewer gives a classmate, not the classmate's work. It looks at reading the work closely, naming what is strong, giving a specific and useful suggestion, and saying it kindly. Grades 3–5 and 6–8 use four levels with points; K–2 uses three levels with no points, read aloud by the teacher. Print it, or open it in the rubric maker to change any cell.

Written for Peabody Teach. Checked . Free to print, copy and change.

Peer review rubric, grades K–2

3 levels, 4 criteria, no points (a switch in the maker adds them).

Peer review rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
I look closelyI look at every part before I talk.I look at most of it.I only look at a little.
A starI tell one thing I like and why I like it.I tell one thing I like.I say it is good, but not what.
A wishI give one idea my friend can try.I give an idea, but it is hard to try.I do not give an idea yet.
Kind wordsMy words are kind and helpful the whole time.My words are kind most of the time.My words hurt my friend's feelings.
Open in the maker
  • I can look at all of my friend's work.
  • I can tell my friend one thing I like and why.
  • I can give my friend one idea to make it better.
  • I can use kind words.

Peer review rubric, grades 3–5

4 levels, 4 criteria, 20 points in all.

Peer review rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 20
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Careful readingI read the whole piece twice and my comments point to exact places in it.I read the whole piece and my comments fit it.I skimmed, so some comments do not fit.I did not read it before commenting./ 4
StrengthsI name two strengths, point to where they are, and explain why each works.I name a strength and explain why it works.I say I like it without saying what.I name no strengths./ 4
Suggestionscounts ×2I give two specific suggestions tied to the rubric or goal, each with a way to do it.I give one specific suggestion my partner can use.My suggestion is vague, like make it better.I give no suggestion./ 8
RespectEvery comment is about the work, kind and honest, and I listen to my partner's reply.My comments are about the work and kind.Some comments are unkind or about the person.My comments are unkind./ 4
Open in the maker
  • I can read my partner's whole piece carefully before I comment.
  • I can name a strength and explain why it works.
  • I can give a specific suggestion my partner can use.
  • I can give feedback about the work, kindly and respectfully.

Peer review rubric, grades 6–8

4 levels, 5 criteria, 24 points in all.

Peer review rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Close readingI check the work against each part of the goal or rubric and cite exact lines or parts.I read the work against its goal and point to specific parts.My comments are general and rarely point to the work.I did not read the work closely./ 4
StrengthsI name specific strengths and explain the effect each has on a reader or viewer.I name specific strengths with a reason.I praise in general terms only.I name no strengths./ 4
Actionable feedbackcounts ×2I give the most important suggestion first, tie each to the goal, and offer a concrete way to revise.I give specific suggestions tied to the goal.My suggestions are vague or only about small errors.I give no suggestions./ 8
QuestionsI ask open questions that push the writer's thinking, such as what a reader needs to know here.I ask a question about the work.My questions are yes or no only.I ask no questions./ 4
Respectful toneHonest, specific and respectful throughout, about the work, never the person.Respectful and about the work.Some comments are blunt or about the person.Disrespectful./ 4
Open in the maker
  • I can read the work against its goal or rubric before I respond.
  • I can identify strengths and explain their effect on a reader.
  • I can give prioritized, actionable suggestions.
  • I can ask questions that help the writer think.
  • I can give honest feedback in a respectful tone.

When to use it

  • Writing partners trading drafts before a final copy.
  • A gallery walk where students leave feedback on projects or posters.
  • Teaching feedback skills: score a sample review together first, then let students review each other.

What to say to students

  • Read or look at the whole piece before you write anything.
  • Name one thing that works and say exactly why.
  • Give one suggestion the writer can actually do, starting with Try or What if.
  • Talk about the work, never about the person.

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The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.