Should Higher Education encourage the use of Intergroup Peer Assessment among students?

Peer Assessment is an integral component for promoting active learning in Higher Education. It helps in facilitating an effective and collaborative learning environment among students. It offers students a platform to learn from each other by receiving and giving critical feedback. A lot of researches have focused on the use of peer assessment in the grading of individual contributions of students in group works but very few studies have investigated the use of group peer assessment. This paper explores the effectiveness of intergroup peer assessment using a case study of the MSc Engineering Management programme at York (UK). An intergroup peer assessment element was introduced for the academic year 2018-19 in one of the modules called ‘Enterprise’. 11 groups participated in the grading of other groups. Several benefits associated with intergroup peer assessment are discussed which includes reduction in biased grades, multiple perspectives and views within a team, improvement in team coordination and dynamics and a better understanding of academic grades and feedback process. The findings also highlight some limitations with this method of peer assessment such as conflicts among members, lack of engagement, management of contradictory views, time management and varying level of criticality and understanding of grading parameters. Despite these limitations, intergroup peer assessment does have potential in facilitating active learning and critical thinking among students. Its use should be encouraged perhaps in formative exercises in order to build and strengthen team relations and coordination among students.