Peer Assessment in Online Group Learning

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Leela Mathew

Independent Researcher

Kerala, India

Abstract
Peer assessment in online group learning has emerged as a critical pedagogical strategy to foster deeper engagement, collaborative skills, and higher-order thinking among students. In this study, we investigate the design, implementation, and outcomes of structured peer assessment activities within fully online group-based courses. A mixed‑methods research design was employed, involving 120 undergraduate students organized into 30 groups, each tasked with producing a multimedia instructional design project. The peer assessment intervention was embedded at two key points: formative review of draft submissions (Week 3) and summative review of final projects (Week 5). Students used a comprehensive rubric addressing content accuracy, pedagogical coherence, multimedia design principles, and evidence of teamwork to provide written feedback and rubric-based scores. Quantitative data—including pre‑ and post‑intervention surveys measuring critical thinking, self‑efficacy, and team cohesion—were analyzed using paired-samples t‑tests and correlational analyses. Qualitative data—comprising focus‑group interview transcripts and archived peer‑review comments—were examined through thematic analysis. Findings reveal statistically significant gains in critical thinking skills (t(119)=8.37, p<.001), self‑efficacy (t(119)=6.21, p<.001), and perceived group cohesion (t(119)=7.02, p<.001). Thematic analysis highlighted enhanced reflective practice, increased accountability, and psychosocial benefits such as motivation and reduced isolation. The study contributes practical guidelines for designing reliable peer assessment protocols—emphasizing rubric clarity, calibration exercises, and technological affordances for anonymity—to optimize learning in virtual group settings. Implications for instructional design practice and avenues for future research, including longitudinal impact studies and AI‑supported peer assessment, are discussed.

Keywords

Peer Assessment, Online Group Learning, Collaborative Learning, Formative Feedback, Critical Thinking

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