Visualizing contribution levels in group programs: a dot-voting peer-assessment approach

Purpose This study examined the validity of peer assessment for group programs among students using the dot voting method. Design/methodology/approach This retrospective observational study included 220 first-year university students enrolled in a physical therapy course from 2021 to 2023. Students evaluated their peers' contributions to group discussions and group work by using the dot voting technique. Findings Generalized linear mixed model results indicated that increasing the group size enhanced variability in contributions within the group, while repeated participation by the same members reduced this variability. Specifically, groups of 8 members exhibited significantly higher variability in contributions compared to groups of 4 members, showing a moderate positive correlation, with variability decreasing after the second repetition. By visualizing individual voting data using heat maps, we observed a temporal change in the number and type of votes cast. Originality/value This validated and accessible peer assessment method effectively visualizes student contributions in group programs by analyzing variability in contributions and individually attributed voting items, enabling effective assessment of group work, fieldwork, and classroom discussions.