Keyword(s) : intercultural competence

This article presents the results from research into the development of social and intercultural
competence in student teachers through peer assessment. The purpose of the study is to identify and
describe the degree to which peer assessment can influence the development of competencies. Also,
to formulate recommendations for the integration of peer assessment in the education of students
towards the development of social and intercultural competence. The theoretical analysis is based on
a review of the scientific literature on social and intercultural competence and peer assessment, and
it is followed by a quantitative and qualitative analysis. Twenty-five students, training to be teachers
at Sofia University “St. Kliment Ohridski”, Faculty of pedagogy, participated in the study. Each of
them wrote an essay on intercultural competence and each of the students reviewed three of their
colleagues’ essays. The research confirms that providing feedback helps the development of social
and intercultural competence in two directions: students form skills for providing constructive
feedback and criticism; and they develop their abilities for accepting feedback, reflecting on their
strengths and weaknesses, which leads to striving for self-improvement. Another conclusion, based
on the analysis is, that by providing detailed instructions prior to peer assessment, by organizing
a subsequent discussion and reflection, students would improve their skills in providing feedback,
constructive criticism, considering the ideas of others with respect, understanding different
perspectives. Hence, the study confirms that peer assessment provides educational opportunities for
the development of social and intercultural competence.