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Peer assessment is a popular technique for a more fine-grained evaluation ofindividual students in group projects. Its effect on the evaluation is wellstudied. However, its effects on the learning abilities of students are oftenoverlooked. In this paper, we explore self-evaluation, motivation, and studytime of students in relation to peer assessment, as part of an ongoing projectat our local Faculty of Engineering Technology. The aggregated measurements oftwo years so far show that: (1) students get much better at evaluating theirown project on some, but not all, of the evaluation criteria after a peerassessment session, (2) students report in a follow-up survey that they aremore motivated to work on their project, and (3) the relation betweenmotivation and time spent on the project increases. These results suggest thatpeer grading could have positive long-term effects on the reflective, andtherefore lifelong learning, skills of students. A better understanding of theevaluation criteria results in more accurate self and peer grades, emphasizingthe importance of properly defining and communicating these criteria throughoutthe semester.

Engaging Software Engineering Students in Grading: The effects of peer assessment on self-evaluation, motivation, and study time