Teachers’ perspectives on peer assessment: empirical research findings

Abstract

The paper investigates the points of view of a group of primary and secondary school teachers on peer assessment. It compares their perceptions at the end of empirical research and after three years, to verify its impact over time using the Mosaic Approach.
The results confirm the validity of the peer assessment model in developing skills that are the foundation of effective academic progress. The teachers pointed out that this practice is most effective when it is an ongoing activity at different levels of schooling, confirming its value as a genuine teaching-learning strategy