• The activity is designed to be used as part of a broader course structure in which peer evaluation is embedded at multiple points throughout a group project, for example, at formative and summative stages, giving both students and staff regular opportunities to identify participation issues, reflect on group dynamics, and have informed conversations about effective teamwork.
• Rather than using peer evaluation simply as a way of allocating marks, this activity focuses on supporting students to become better collaborators and develop real conflict resolution skills, strongly aligning with learning outcomes centred around teamwork and graduate employability.
• Students begin with a self-assessment using the same rubric criteria as the peer review, familiarising themselves with the assessment framework before evaluating their peers.
• Written feedback is required alongside ratings, encouraging authentic engagement and helping students develop a better understanding of why peer review matters and how it can improve both individual contributions and team performance.
• Staff can use scores and feedback comments to target interventions around group dynamics, with students' self-reflections compared against group feedback providing valuable insight into whether issues are individual or collective.

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