Solving Peer Evaluation Dilemmas in Group Work by Optimizing Its Application Through Practice and Learning
Peer Evaluation through Practice and Learning
Abstract
Interest in peer and self-assessment has increased as a result of the transition in higher education from teacher-led to student-centred learning. This paper utilises a case study to critically examine peer evaluation method in assessments, identifies its inherent challenges, and proposes solutions to enhance its efficacy and reliability using literature resources. Drawing on an applied case study from the undergraduate teaching case, this research integrates theoretical perspectives with practical insights to offer a comprehensive framework for effective peer evaluation in higher education. Main findings were as follows: Peer evaluation's effectiveness in group work is to an extent influenced by its weight in the overall grade. The 5% weight was insufficient, resulting in unequal engagement and free riding. Increasing weight may improve involvement, but it needs to be optimal to avoid over-burdening students. Challenges such as biassed evaluations, inconsistencies in marking, and fear of retaliation can all weaken reliability. Clear performance-and-outcome-centred rubrics and consistent teacher engagement and moderation are essential for guaranteeing fairness. Addressing group dynamics, cultivating a development mindset, and promoting inclusivity and quality interactions can all help to improve the effectiveness of peer evaluations by aligning them with learning outcomes and encouraging constructive collaboration.
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