  This article deals with peer-assessment in the context of higher education
teaching in mathematics, and examines the nature of student activity when
assessing work produced by peers. After an overview of research on peer
assessment, we propose an experiment with students in a specific post-secondary
scientific class, and analyze the activity of the students involved. Our
analyses are based on a priori analyses of the proposed tasks and tools from
research on students personal mathematical work. We base on written notes of
assessments, observations of pairs in assessment situations, and answers to a
questionnaire on the perception of their activity. We have identified some
specific student activities during the peer assessment process, in particular
related to the analysis and correction of proofs, but also to the awareness of
the issues associated with evaluation. This enables us to argue for the
potential of peer assessment in higher mathematics education.
