Peer Assessment as an Alternative Teaching Method in Foreign Language Educational Process

The article considers the possibility of using peer assessment, one of the elements of formative assessment, as an alternative teaching method in the process of foreign language training of non-linguistic students in higher education. The article analyses the answers of the students of the Faculty of Applied Mathematics, Informatics and Mechanics of Voronezh State University to the questions about their attitude to peer assessment of their classmates’ projects. The high potential of peer assessment, its influence on students, learning process and quality of learning are emphasized. Based on the results of the questionnaire, not only the advantages of using peer assessment in the foreign-language educational process, but also possible disadvantages in its implementation for students of a non-language university are noted.