Choi Yeongin · Chung Minju In educational research, “peer feedback” or “peer evaluation” has been reported to be positive for a variety of reasons. In this study, we explored peer evaluation methods that reflect the characteristics of an oral communication class. Considering the principles necessary for the design and execution of the oral communication class, “peer evaluation using reflective discourse analysis” was proposed as a way to supplement procedural inadequacies that appear when applying peer evaluation in an existing classroom. In this study, the concept and procedure of the newly proposed peer evaluation method are explained in detail, and the results of applying it to a class for college freshmen are reported.