The Use of Peer Review in Student Teams: An Impetus to Improved Performance?

Abstract

Collaborative assignments and projects, which invariably involve teamwork, are considered a high impact practice (HIP) in higher education. In spite of this, universities and academic programs within them, such as those in schools of business, may not emphasize or measure teamwork as part of required learning assessment plans for accreditation. Additionally, students may resist team assignments due to frustrations with social loafing, difficulties coordinating schedules, lack of confidence, or perceived inequalities in workload. This study examined the efficacy of peer performance reviews of teamwork. The purpose of these reviews was to encourage individual accountability, improved performance, and teamwork skill development. Findings demonstrated that performance ratings did not improve during the semester nor did participation in the review process. Also, students tended to give very high or very low scores. Implications suggest that refinements to the assignment are needed to encourage more effective feedback.