A Supporting System for Adaptive Peer Review based on Learners' Profiles Raquel M. Crespo García 1 , Abelardo Pardo 1 1 Universidad Carlos III de Madrid, Avda. de la Universidad 30, E-28911 Leganés (Madrid), Spain {raquel.crespo, abelardo.pardo}@uc3m.es Abstract. Intelligent tutoring systems cover a wide range of educational processes. There are however scarce attempts to apply those principles for adapting peer review processes according to the student’s profile in the educational settings. In this paper, the Adaptive Peer Review methodology is reviewed, paying special attention to the problem of building the student profile. A supporting system based on such Adaptive Peer Review methodology is then introduced, which should facilitate teachers the adoption and deployment of adaptation to the student in peer assessment experiences in real educational settings. Experimental results supporting the ideas presented are briefly discussed. Keywords: adaptive peer review, peer assessment, adaptation. 1 Introduction Peer Review amounts to evaluating the work of a colleague and providing feedback about it. This methodology has been widely applied in multiple contexts, ranging from childhood education to academic research. In the educational context, peer review is being increasingly used with experiences reported for virtually any level and subject. In this context, peer assessment is defined as an arrangement in which individuals consider the amount, level, value, worth, quality, or success of the products or outcomes of learning of peers of similar status. [1] The benefits as well as a detailed topology of peer review in education have been studied in several publications (see [1] for an excellent survey). And there exist abundant references in the literature reporting experimental case studies. Nevertheless, “how peer assessors and assessees should best be matched ... is discussed surprisingly little in the literature” [1], an issue that remains true as noted again in [2] and [3]. Nowadays, it is commonly accepted that not all students learn in the same way. Intelligent Tutoring Systems try to take into account this pedagogical premise and to offer a personalized learning path for each student, adapting the contents and activities to the learner characteristics and needs. In this sense, different factors