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This article deals with peer-assessment in the context of higher educationteaching in mathematics, and examines the nature of student activity whenassessing work produced by peers. After an overview of research on peerassessment, we propose an experiment with students in a specific post-secondaryscientific class, and analyze the activity of the students involved. Ouranalyses are based on a priori analyses of the proposed tasks and tools fromresearch on students personal mathematical work. We base on written notes ofassessments, observations of pairs in assessment situations, and answers to aquestionnaire on the perception of their activity. We have identified somespecific student activities during the peer assessment process, in particularrelated to the analysis and correction of proofs, but also to the awareness ofthe issues associated with evaluation. This enables us to argue for thepotential of peer assessment in higher mathematics education.

\'Evaluation entre pairs en math\'ematiques: activit\'e d'\'etudiant$\bullet$es lors d'\'evaluations de preuves