Peer assessment processes in a problem-solving activity with future teachers

Assessing problem-solving remains a challenge for both teachers and researchers. With the aim of contributing to understanding this complex process, paper presents an exploratory study peer assessment in mathematical activities. The research was conducted with group future Secondary mathematics who first were asked individually solve open-ended problem then, assess classmate’s answer pairs. We present two cases involving pairs students, each whom assessed solution third classmate. analysis carried out interrelated phases: (a) individual solutions (b) process. results show that, cases, assessors strongly attached their own solutions, which directly influenced focused on aspects that involve general process results. main difference between evaluation processes followed by lies concept assessment. While pair focuses assessing resolution errors, other its discussion giving numerical grade.