Using peer assessment to develop universal competencies in teaching a foreign language to undergraduate students in a non-linguistic university summary:

With the introduction of the Federal Educational Standards FGOS 3++ higher education institutions have been faced with the necessity to refashion not only syllabi but also methodology of teaching. Critical thinking skills play an important role in the learning process. Having analyzed some publications of foreign and Russian researchers, the author of the paper provides the definition of critical thinking, its characteristics and stages of its development. Peer assessment is considered as an instrument that can facilitate development of critical thinking skills to be used in language teaching at a university. The author analyses and generalizes the teaching experience of using peer assessment in language instruction. Based on the study undertaken, the author makes conclusions and recommendations on benefits and drawbacks of peer assessment used as an active learning method and a means of formative and summative control.