Using "peer review" method for language assessment

The article discusses the peer review method in reference to the assessment of students’ language knowledge. This method provides consistent analysis, which results in assessment criteria and study assignments in a short period of time. The aim of the study is to analyze the functional features and effectiveness of this method. In the process, the authors employed such research methods as the comparative analysis, questionnaires, descriptive method, and statistical method. As a result of the study the authors developed such evaluation criteria that can evaluate the specific features of such genre as an essay. That effects stylistic and functional characteristics that differ the essay from an article. The advantages and disadvantages of the peer review method were identified, among which, among other things, it was noted that peer review helps to engage students in the educational process and develops critical thinking in them. It analyzed the list of linguo-didactic functions of this method and discussed the students’ attitude to the use of the “peer review” method in teaching foreign languages in relation to the assessment of linguistic knowledge and skills. In addition, the authors conclud on that checking grammar and vocabulary in written works should remain the prerogative of the teacher, because teachers remain more competent in these aspects than students. In this regard, the effectiveness of the peer review method is achieved if both the author and the reviewer have the same level of knowledge in the field of foreign language writing practice, and, accordingly, comparable writing skills in a foreign language.

"peer review" method, review method, knowledge assessment, written speech, feedback from the teacher, feedback from the student