ENHANCING THE EVALUATION OF GROUP-BASED ASSIGNMENTS THROUGH STRUCTURED PEER ASSESSMENT AMONG PRE-SERVICE TEACHERS AT BISHOP STUART UNIVERSITY

Authors: Mwebembezi Israel, Enock Barigye, PhD, Basil Tibanyendera, PhD, & Rev. Dr Judith Arinaitwe

ABSTRACT

This study explored how structured peer assessment could improve the evaluation of group-based assignments among pre-service teachers at Bishop Stuart University, guided by Equity Theory (Adams, 1965). A qualitative, evaluative action research design used a Focus Group Discussion Guide, a Coordinator Interview Guide, a Classroom Observation Schedule, a Document Review Checklist, and a Structured Peer Assessment Tool, generating data from 540 students across 55 groups. Findings showed that group assignments were previously graded uniformly regardless of individual input, tolerating free-riding. The intervention, implemented through individual and private rating, produced genuine differentiation in every group, averaging seven points of spread out of 100, with increased individual accountability. Challenges included reciprocal marking, collusion, and group-size effects. The study recommends smaller, deliberately composed groups and institutional policy development to formalise structured peer assessment.

Keywords: peer assessment, group-based assignments, equity theory, contribution-weighted grading, higher education, Uganda

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