Intra-team peer assessments have become the norm for performance and attribute assessment in problem and project based learning activities. However, research on the effects of interpersonal variables on these assessment practices is limited. This study examined the relationship between interpersonal variables and student perceptions on the validity of peer assessment. In order to understand the relationship between social interaction and its effects on peer assessment, four interpersonal variables were identified in this study: psychological safety, value diversity, interdependence, and trust. Fifty five undergraduate engineering students working in teams of 5 to 6 participated in a survey after having completed their first formative peer assessment. Preliminary findings from this study and evidence from other studies support the view that interpersonal variables have the potential to affect peer assessment and influence the learning outcomes

Item Type:	Refereed Article
Keywords:	Peer Assessment, PBL,
Research Division:	Engineering
Research Group:	Maritime engineering
Research Field:	Maritime engineering not elsewhere classified
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Assessment, development and evaluation of curriculum
UTAS Author:	Symes, M (Mr Mark Symes)
UTAS Author:	Carew, A (Dr Anna Carew)
UTAS Author:	Ranmuthugala, D (Professor Dev Ranmuthugala)
ID Code:	94950
Year Published:	2014
Deposited By:	NC Maritime Engineering and Hydrodynamics
Deposited On:	2014-09-22
Last Modified:	2015-06-17
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