Assessment in higher education, especially for candidate teachers is very crucial, especially when we take into consideration that the candidate teachers are to use assessment instruments through their own teaching processes. Therefore, the aim of this study is to identify the tendencies of candidate teachers regarding peer assessment. Illustrative Case Study model is used to be informed about the study group related to the selected categories of their evaluations on their peer assessments. Data was collected via forms consisting of 10 items prepared by researchers. The items in the form collected under 4 categories; "sharing opinions and support", "leadership and contributing", "sharing duties", and "taking initiative and undertaking". Descriptive analysis was used to analyze data provided by forms. Results show that the participants are generally inclined to work in groups. For the categories identified, participants gave high scores for supporting and sharing opinions in group work. Although in terms of leadership skills the participants did not give high points for their peers, in terms of the category of the sharing opinions they gave the highest scores for their peers. Moreover, the participants thought they their peers' leadership skills were not good enough however in terms of sharing opinions they were successful.
Peer assessment, candidate teachers, researcher teacher, sharing opinions, contribution