A Redesigned Peer Learning Model for Fair Assessment in Distance Education

Abstract

Learning is widely adopted in distance education to promote collaboration. However, Peer group-based assessments often suffer from unequal contribution and free-riding. This study examines the redesign of a programming group project in a distance learning environment to address these concerns. In the previous implementation, students worked collaboratively to develop a web application, and the assessment was based on a shared group outcome. Analysis of the results revealed anomalies: students with weaker performance in other modules received disproportionately high grades, suggesting a potential dependence on peers. To mitigate this issue, the project structure was redesigned to balance collaboration with individual accountability. While students were randomly assigned to groups to maintain peer interaction, all project deliverables were completed individually. A structured peer-learning component was introduced through the Moodle Workshop module, where students submitted their Software Requirements Specification (SRS) and engaged in peer assessment by evaluating and providing feedback on group members’ submissions. This workshop activity was embedded as a compulsory intermediate assessment within the project sequence, with progression strictly conditional: students were required to complete both their individual submission and the associated peer-review tasks before proceeding to subsequent stages of the project. Failure to complete this component prevented advancement, thereby ensuring full participation in both individual and peer-learning activities. The study investigates the impact of this intervention on assessment validity, student performance, and engagement. Findings suggest that the redesigned model reduces grade inflation, enhances individual accountability, and preserves the benefits of peer learning through structured feedback. The results highlight the potential of integrating peer review mechanisms in distance education to improve both learning outcomes and assessment integrity.