Let’s use the example of a teacher who is going to launch a group activity for his class in 3 minutes: he is going to ask them to work in teams on a video presentation, the groups of students will then have a few days to complete the work. Once their video is uploaded on ChallengeMe, they will be asked to evaluate each other. We can even imagine a double evaluation: the student evaluates individually the work of other groups, but also the members of his working group. Then the results are made available, the student can consult several feedbacks on his work (content, form, presentation…etc) and also on the way he worked with his team (usually soft skills evaluation).”

What is your vision of evolution for 2022?

Ludovic C.: “The start of the 2021 academic year marked an important step for ChallengeMe, as we increased the number of schools and teachers using the platform in higher education by a factor of 7. New peer-to-peer activities have been created through co-construction with schools, notably SKEMA, which has worked on very interesting peer-to-peer MCQ scenarios for the TAJ MAJ preparatory courses. We have also expanded our scope with general and technical high schools that have chosen ChallengeMe to implement this type of pedagogy. We can say that we have become the French reference for peer evaluation.

In 2022, we want to go even further. We have set up a collaboration with a research laboratory around peer-to-peer. We are looking at what can be done to support teachers and students in this type of activity to make them even more effective. We are also going to collaborate with schools and universities to develop new peer-to-peer pedagogical scenarios such as a peer-to-peer language tutoring system with the University of Lorraine. As I often say, we are at year 1 of digital peer-to-peer, everything remains to be done and we intend to accompany all our customers in this great educational opportunity!”