The term ‘assessment’, according to the glossary of Education Reform, refers to a wide variety of ways to assess students’ attainment and track learners’ academic progress (Assessment, n.d.). Assessment has always been used as a tool to evaluate performance and define compliance of knowledge with standards through a set of criteria.  In a traditional educational environment, students are considered to be passive participants who are provided with learning content and expected to demonstrate their knowledge in tests and exams. This model had been practiced in Kazakhstani schools for many years. However, the education system of Kazakhstan is undergoing great changes with new reforms being implemented every year. This is due, at least in part, to the shift from traditional norm-referenced to criteria-based assessment which Kazakhstani schools have been experiencing recently. Currently forms of assessment are undergoing great changes: Nazarbayev Intellectual Schools’ experience in assessment being transferred to mainstream schools, introduction of criteria-based assessment instead of traditional 5-scale grading. Therefore this research fits well with current educational developments in Kazakhstan, and might contribute to forming the knowledge about the importance of peer assessment in the assessment on the whole.

This study has a significant value as it is aimed at discovering the experience of one school in Western Kazakhstan in implementing peer assessment in the learning process. It reveals the subjects it is used more and not practiced at all, challenges that students have with it, teachers’ involvement into this process. This study also reveals existing problems with implementation of peer assessment in the learning process. Thus it can be beneficial for the school administration in reviewing teaching and learning processes in the school. Also the findings might shed light on benefits and importance of peer assessment from learners’ perspective

The purpose of this study is to explore school students’ experiences and attitudes towards peer assessment in the classroom. The research explores 8^th and 12^th grade students’ experiences and attitudes towards peer assessment in the classroom using a qualitative case study research design. It is intended to answer the central question which is:  What are 8^th and 12^th grade students’ experiences and attitudes towards peer-assessment in the lessons?

To explore the central phenomenon in this study, i.e. perceptions of students towards peer-assessment in the lesson, a case study approach within qualitative research was conducted at Nazarbayev Intellectual School in Aktobe. One-on-one semi-structured interviews with eighteen students of 8th and 12th grades were conducted in this study.

Interviews with the participants revealed their awareness of the peer assessment process and differing attitudes about it. In addition, results provide a list of benefits students mention about peers’ feedback and challenges they experience evaluating peers and being evaluated by them. Based on this data described by students, some recommendations are suggested on how to better implement peer evaluation in the classroom. These ideas can be useful for teachers who experience difficulties involving students into peer assessment process. The paper concludes highlighting the educational value of the peer assessment process.

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