Influence of individual versus collaborative peer assessment on score accuracy and learning outcomes in higher education: an empirical study

Maximising the accuracy and learning of self peer assessment activities in higher education requires instructors to make several design decisions, including whether process should be individual or collaborative, and, if determining number members each team. In order support this decision, a quasi-experiment was carried out which 82 first-year students used three modalities. A total 1574 assessments were obtained. The both students’ self-assessment their measured. Results show that significantly improved when groups used, provided those with 20% poorest performances excluded from analysis. This suggests collaborative improves learning. Peer scores more accurate than self-assessment, regardless modality, received. Instructors need consider trade-off between understanding, favours using three, assessments, which, under time constraints, assessment.