Case Study: From Groups to Teams: Creating Authentic Collaborative Learning Through Structured Peer Assessment

Al Khateeb, A ORCID: 0000-0002-6428-0625 (2025) Case Study: From Groups to Teams: Creating Authentic Collaborative Learning Through Structured Peer Assessment. The Learning Exchange, 2025: Special Edition: Case Studies in Assessment and Feedback Design.

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Abstract

This case study demonstrates how the complexities of group assessment can be approached differently using a ‘teamwork’ philosophy and the incorporation of other tools such as the BuddyCheck peer assessment. By integrating collaborative learning across multiple contexts, in class, outside class, and across the programme in various team configurations, and using structured monitoring tools, students develop genuine teamwork skills rather than simply completing assignments with others. The approach emphasises social learning as an integral part of the educational experience, with BuddyCheck serving as both a monitoring mechanism and a tool for pushing students toward meaningful collaboration.

Item Type:	Article
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Liverpool Business School
Publisher:	Liverpool John Moores University
Date of acceptance:	1 December 2025
Date of first compliant Open Access:	13 January 2026
Date Deposited:	13 Jan 2026 09:48
Last Modified:	13 Jan 2026 09:48
DOI or ID number:	10.24377/learningex3425
URI:	https://researchonline.ljmu.ac.uk/id/eprint/27890

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