Palincsar and Brown used a kind of role reversal concept in which students take turns either producing an answer or critiquing a peer's solution. Novices both evaluate others' performances and are themselves evaluated by others. This role reversal might promote self-esteem and the ability to tolerate feedback and to learn from it (Lajoie and Lesgold).

Scardamalia and Bereiter fostered collaborative efforts in which students critiqued both the teacher's and other student's work (Lajoie and Lesgold).

Schoenfield had students propose math problems for the teacher to solve impromptu. The teacher's sometimes floundering efforts modeled realistic problem solving, with its false paths and revisions. When students take on the role of the teacher, evaluating other students, they can come to understand the levels of competence that can, with practice, be reached. (Lajoie and Lesgold's SHERLOCK has a modest capability to support comparisons of performances, and more is being added) (Lajoie and Lesgold).