In preparing students to participate in meaningful peer assessments, an important first step by the teacher is to

While collaborative extension activities can foster teamwork and communication, they do not directly address the evaluation aspect of peer assessments. Without specific criteria, students may lack the necessary focus to provide constructive and relevant feedback on their peers' work.

Although setting goals is important for student development, it does not specifically relate to the mechanics of peer assessment. Goals may enhance individual learning outcomes, but they do not equip students with the tools to assess and critique their peers effectively.

Calculating grades for peer assessments is a procedural matter that comes after establishing the assessment framework. It does not provide students with the guidance needed to evaluate their peers' work meaningfully. This step is more administrative and less about fostering critical assessment skills.