The teacher can guide this process by asking students to respond to such open-ended questions as: * How am I doing? * How have I improved in this area? * What are my areas of strength and areas for growth? * Where do I stand in the larger picture? (Hill & Ruptic, 1994) Alternatively, teachers may present students with specific criteria for evaluating their own products or performances. Through this process, student evaluators can develop greater understanding of curricular goals and performance criteria, internalize the characteristics of quality work, and gain important insights into the thinking and reasoning of their peers (Cohen & Spenciner, 2007; Johnson & Johnson, 2004). Peer evaluations encourage positive interactions between classmates, help students acquire collaborative skills, and facilitate the development of social support systems.