Continuity and Change in Assessments Methods: a Peer Assessment Activity Combined with Self-assessment in a Language Teaching Course

This note on language teaching in higher education deals with an experimental peer assessment activity. The context is set within a course in Language didactics at the School of Education of Reunion Island (Inspe) attended by around fifty students. The study relies on two enquiries carried out before and after the concrete case. Having mentioned the relevance and the potential benefits of peer-assessment while summoning research, we consider this activity as much more than a merely summative assessment. Associated here with self-assessment, peer assessment incontestably plays a part in the learning process, it facilitates feedback, and allows for metacognitive analysis. Following the experiment, many questions are asked, such as grade differences between self-assessment and peer-assessment. We eventually close this study with cautionary notes and recommendations.