Peer assessment framework to support group-based Assessment in E-learning Environment for Higher Institutions of Learning

Abstract

Online learning in higher education races challenges in fostering meaningful student interactions. particularly in group-based assessments. Key issues include coordinating group participation. uneven student engagement, difficulty measuring individual contributions. High failure rates due to lack of material engagement. unclear instructions. and poor group relationships. Peer assessment is an effective approach to support group work but existing frameworks. primarily developed outside Uganda. have limitations. These include inadequate support for managing group assessments, addressing bias and fairness, providing effective feedback. and integrating with online learning platforms. These shortcomings hinder student engagement. feedback quality, and collaborative learning outcomes. This study proposes a new peer assessment framework to address these issues, enhance group-based assessments. And improve student interactions in online learning environments. The study applied ease study design and human-centered design approaches closely examine the data collected. The framework was evaluated using DeLone and Maclean model questionnaire on experts and to achieve the objectives. employed a mixed-methods research approach. The study revealed key obstacles faced by participants while conducting group-based assessment online and include; Technical problems were the most significant issue, affecting 62.8% of respondents, emphasizing the need for reliable technology. Communication tool limitations were reported by 23.5%. indicating that existing platforms may not fully support effective feedback and interaction. Additionally. 13.7% of students struggled with group coordination, often due to scheduling conflicts. fairness concerns. or differing communication styles. In conclusion this study contributes to the growing body of research The study highlights challenges in Uganda’s higher education institutions with group-based assessments in online learning. including low student engagement. difficulty measuring individual contributions, and high failure rates due to limited interaction with course materials. A new peer assessment framework was designed to address these issues. tailored to Uganda-s online learning context. with improved management tools. bias mitigation. and enhanced feedback mechanisms. The study recommends adopting a tailored peer assessment framework in Uganda's higher education to enhance group-based assessments by improving management, fairness, feedback, and collaboration. with suggestions tar training. scalable integration, and future research on its adaptability and AI augmentation.