Abstract
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,more precisely proofs, 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.