Students undertook a group assignment and assessed each other's contributions using two approaches: holistic and category-based. Holistic assessment yielded more groups who awarded members equal marks and a greater proportion of students with a large gain or loss of marks compared to other group members. Findings indicated that the holistic…

This qualitative study follows two previous papers that presented quantitative data about methods of peer assessment within a group project and indicated that holistic peer assessment supports the purposes of summative group assessment better than category-based peer assessment. This study's findings support that notion. Student attitudes were…

The literature pertaining to evaluation of student work in groups is reviewed, and a number of group assessment methods are identified. Two alternative methods used at the University of Sunderland (England) are described. Issues and practical considerations in peer and self-evaluation of work in groups are also examined, particularly the tendency…