HCD.7:4.5 - Keep Peer, Teacher, Assessor, and Specialist Work Distinct

Peers can expose alternative reasoning, rehearse feedback, notice a question, and help a learner prepare a revision. Those contributions can reduce avoidable teacher burden. They do not replace a teacher or assessor contribution whose result needs task competence, calibration, independence, authority, or a protected-error judgement.

A teacher may explain and coach while another assessor judges the independent result. A specialist may supply a bounded domain fact without teaching the whole task. An organization may enable project access without becoming the capability holder. State each contribution and handoff rather than turning all participants into one generic support role.