This was meant to be peer evaluated as it created more opportunities to learn from each other. They were shown the correct method to address an envelope on the interactive whiteboard (IWB). The students then took turns correcting the errors on the IWB. They were then given examples to correct on a worksheet. Group work was allowed as I wanted them to draw on their own experiences of letters they may have received at home. They then had to ask each other for a partner's address, record it correctly and have it checked by a peer. This promoted student engagement and allowed for error correction by their peers rather than by me as the teacher. It was an empowering exercise that built confidence and motivated the students as some wanted another try to get it right. This activity assessed the correct way to address an envelope. I chose the empty envelope because it represented realistic images. This worked well because all students would receive mail at home from the college if from nowhere else. I felt it was inclusive for this reason. Since this was peer reviewed, my observation of each group verified that the addresses were written correctly. Another way I could have assessed this was for the student to extract relevant information from a text and assemble it correctly to address a problem.