Small Group Discussion as a Key Component in Online Assessment Training for Enhanced Student Learning in Web-based Peer Assessment

Web-based peer assessment is widely used as a form of formative assessment in higher education. Yet there is so much variance in its practices that it remains a puzzle how to administer it to achieve the best learning outcomes. This study examines the effect of web-based group discussions of sample essay scoring on student performance in essay writing and whether this effect can be carried over when students subsequently engage in web-based assessment of peer essays and revision of their own essay upon receiving peer feedback. In this study students' written work improved after the synchronous group discussion, and improved more after web based peer assessment. However, while time on the writing task was a significant predictor of student grades, neither anonymity nor feedback were significantly related to student grades.