Abstract:

The article defines the peculiarities of peer assessment, the disadvantages and advantages of its implementation in the educational process of higher education institutions. The modular-rating system of classes is described, as such an organization of training, which provides for the study of material according to the principle of modularity with subsequent rating evaluation.

It is noted that peering or peer-to-peer training is aimed at actively involving all its participants in the educational process. The basis of peering education is the equality of all, a pronounced subject-subject nature of communication, aimed at solving set tasks with the help of organizing interaction, achieving certain pedagogical goals, taking into account the influence of everyone on the network community and, conversely, the influence of the community on each of its members.

Researchers consider peer assessment as an independent strategy, but more often it is considered complementary to self-assessment. But peer assessment has a slightly different focus than self-assessment and is generally recognized as an integral part of formative assessment. Scientists agree that peer evaluation involves a student’s evaluation of the results of another student’s educational activities. Peer assessment, a student’s evaluation of another student’s learning performance, has also been described as a strategy that involves students making judgments about other people’s work, which typically occurs when students work together on joint projects or learning assignments.

The advantages of peering training are shown. It is taken into account that during peering interaction, the student not only has access to the necessary resources and the opportunity to work both individually and in a group, but also must be clearly aware of the features of assessment.

Peer evaluation features include: clear formulation of evaluation criteria, organization of students’ work in pairs or groups to evaluate each other, application of the principle of double anonymity: students do not know whom they are evaluating; students do not know who assessed them.

Keywords: peer assessment, peer learning, peer interaction, students, higher education institutions.

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