Peer assessment in higher education in a pre-service teachers program

The shift from the paradigm “assessment of learning” to “assessment for learning” makes students more responsible and requires pedagogical changes. This approach regulates teaching and learning processes and enhances metacognitive, problem-solving, and critical thinking skills. This paper analyses peer assessment in a pre-service teacher education course in higher education. For data collection, assessment grids were used to analyze the projects (filled out by peers and teachers), and a questionnaire focused on students' perceptions about the use of peer assessment. Students engaged in a student-centered approach, assessing their peers using negotiated criteria. The results showed greater awareness of their own performance, strengths, and areas for improvement.