An exploratory study of student perceptions of equity in peer assessment as part of independent group work

Purpose This study investigates the implementation of the peer evaluation tool “BuddyCheck” in postgraduate programmes at a UK Russell Group university, focusing on its impact on perceived equity in independent student group work. Design/methodology/approach An exploratory study using a mixed-method approach, incorporating a quantitative survey and qualitative focus groups to explore detailed perceptions of equity and the role of peer evaluation in group work. Findings “BuddyCheck” was found to enhance students' perceptions of equity in group work by providing a platform for student voice. However, its effectiveness was influenced by cultural expectations and the involvement of the lecturer/educator in the peer evaluation process. Research limitations/implications The study's findings are limited by the demographic composition of the sample, predominantly international post-graduate Chinese students. Further research is needed to explore these dynamics in more diverse cohorts and/or other levels of study. Practical implications The findings suggest that integrating peer evaluation tools like BuddyCheck can enhance perceived equity in group work, which may lead to improved student satisfaction and engagement. Educators should consider the cultural backgrounds of students and provide appropriate scaffolding and support the effectiveness of such tools. Social implications The study highlights the importance of considering cultural dynamics in the implementation of peer evaluation tools. Tools like BuddyCheck may contribute to a more equitable educational experience for international students who may face unique challenges in group work settings. Originality/value This research contributes to the literature on equity in collaborative learning by highlighting the nuanced role of peer assessment tools like BuddyCheck in promoting perceptions of equity in student group work and the importance of cultural and institutional contexts.