Implementation of a Peer Assessment Framework for Online Group Based Assessment in Higher Institutions of Learning

Abstract

Purpose: The increasing use of online collaborative learning in higher education presents both opportunities and challenges, particularly in the implementation of peer assessment (PA) systems. This study aims to develop a comprehensive framework for implementing peer assessment (PA) in online collaborative learning environments within higher education. It seeks to enhance student engagement, foster collaborative skills, and improve learning outcomes by addressing the challenges associated with PA implementation. Methodology: In this study, we employed the DeLone and McLean Information Systems Success Model (DeLone & McLean, 2003) as a theoretical framework to guide the development and evaluation of the proposed peer assessment (PA) framework to support group-based assessment in eLearning environments. Findings: Communication channels played a crucial role, with satisfaction scores rising from 2.75 (low communication) to 4.25 (strong communication) when effective channels were in place. Instructor feedback emerged as an important predictor, with students rating their experience higher when feedback was provided. Unique Contribution to Theory, Policy and Practice: Integrating monitoring tools and enhancing system customization will be crucial for improving the effectiveness of peer assessment in online learning. As such, educational institutions must invest in both technology and professional development to ensure the successful implementation of collaborative learning tools.