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This article reports on a first-person action research study in which the teacher-researcher reflects in/on his three-cycle (three-semester) project on summative peer assessment undertaken by undergraduate students using a rating scale. The settings for each cycle were two successive interpreting classes taught by the researcher using the same teaching materials. In each cycle, the participants (students in the two intact classes) were provided with training opportunities for 4 weeks running before the midterm examination. Their examination performances were assessed "post situ" by either classmates or students in the other class. The way in which the project was implemented in each cycle was changed according to the researcher's analysis of data collected. Data collection methods included reflective journals, interviews, rating sheets, end-of-semester questionnaires, and a validation meeting. This study demonstrates the credibility, benefits, and procedural difficulties of scale-referenced, summative peer assessment in a local interpreter training situation.

Despite the importance of peer assessment in interpreter education, little is known about how peer assessment is experienced by interpreting students. This case study aims to explore how undergraduate students feel about their scale-referenced, peer assessment activities in/for an interpreting examination. For this purpose, three Korean undergraduate students' self-reports of what they experienced in a scale-referenced summative peer assessment project were analysed in detail, using Giorgi's descriptive phenomenological method. The analysis revealed a general meaning structure consisting of the following six constituents: the students (1) worry about the proposed peer assessment scheme and their ability, (2) feel empowered and responsible, (3) realise that assessment results may be greatly divergent, (4) have difficulty applying criteria in practice and suffer from rating fatigue, (5) believe that peer assessment is reliable and helpful and (6) express regrets about feedback. This study provides a better empirical understanding of what peer assessment is like, particularly for teachers interested in scale-referenced, summative peer assessment.