Perceptions of Peer Assessment and the Effectiveness of Peer Assessment Based on the Specificity of Assessment criteria in Team Contribution

The purpose of this study is to explore learners' perceptions of peer assessment and evaluate its effectiveness based on the specificity of peer assessment criteria in teamᐨbased collaborative learning. The specificity of peer assessment criteria was examined through two independent variables: the use of detailed criteria and the presentation of evaluation grounds. Learners' perceptions were assessed via quantitative surveys and openᐨended questions focused on the usefulness and fairness of peer assessment, while the effectiveness was determined by the extent of equal participation in team activities, measured by actual team contribution scores. A total of 84 undergraduate students participated in the study. The findings revealed that the use of detailed criteria didn't show the statistical significance, but the provision of evaluation grounds significantly influenced learners' perceptions of the usefulness and fairness of peer assessment, though no interaction effect between the two was found. This suggests that regardless the use of specific criteria, evaluation grounds are provided enhances the perceived usefulness and fairness of peer assessment in evaluating team contributions. Moreover, the study found that group D (which used holistic criteria without providing evaluation grounds) demonstrated relatively unequal team contributions compared to other groups, highlighting the impact of specific peer assessment methods on team contribution within collaborative learning settings. To further clarify the quantitative results, openᐨended responses reflecting learners' perceptions of peer assessment were thoroughly reviewed to interpret the findings. The discussion was approached from the perspective of suggesting specific strategies for utilizing peer assessment to enhance learners' contributions in collaborative learning settings.