Peer Assessment in Teacher Education

This paper focuses on the theoretical presentation of peer assessment as an effective pedagogical tool and means to achieve European Educational Policies addressing pedagogical specialists. In the context of dynamic social transformations, the role of the teacher is becoming more complex, and the professional training of future teachers must implement strategies for the development of professional autonomy, metacognitive skills, and reflective practices. In this paper, peer assessment is seen as a form of social and formative learning that supports the understanding of assessment standards, the development of analytical skills, reasoning, and the provision of constructive feedback. Analysis of key studies shows that peer assessment contributes to the improvement of cognitive, affective and social competencies, but its effectiveness is subject to clearly defined criteria, adequate training, institutional support and carefully structured procedures. Limitations related to validity, reliability, and the influence of social relationships highlight the need for quality tools. Despite the limitations, peer assessment has proven potential in teacher training. The article also presents empirical data on students' attitudes towards peer assessment.