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

While collaborative activities can enhance teamwork and communication skills, they do not directly prepare students for the specific task of peer assessment. Extension activities focus more on expanding learning rather than providing the structured criteria necessary for evaluating peers' work.

Goal-setting is an important skill, but it does not specifically address the evaluation process in peer assessments. Understanding how to set goals may help students in their overall academic journey, but it does not provide the concrete criteria needed for assessing the quality of work presented by their classmates.

While it is important to establish grading criteria for assignments, this step comes after students have learned how to assess their peers' work. Simply determining grading methods does not equip students with the necessary skills to provide meaningful and constructive feedback during the peer assessment process itself.