The Effectiveness of Peer Assessment as a Tool for Evaluating Group Teamwork in Accounting College Students: A Conceptual Paper

Abstract

The aim of this research is to identify which method of evaluating group performance is more accurate among accounting majors at four different universities. In order to help students acquire transferable skills for their future employment, several universities require students to work on group projects together. A fair and accurate appraisal of each member's contributions within a group setting depends on using a suitable evaluation procedure. We'll use both qualitative and quantitative approaches to gather data for the study. College accounting majors will be polled using a questionnaire designed to probe their thoughts on peer evaluation and its effects on education. Deep interviews with students will also be undertaken to learn more about their perspectives on peer evaluation, the advantages they see, and the difficulties they encounter. In addition, this research will examine the techniques currently employed by accounting professors to evaluate student teams' projects. The study will offer light on the benefits and downsides of both peer assessment and these more conventional methods. This comparative research aims to deduce the impact that students' peer evaluations have on their participation, motivation, and responsibility during team projects. Further, it seeks to determine the advantages of using peer assessment in college accounting classes, such as fostering group work, teaching students to evaluate evidence critically, and increasing introspection. Knowledge of the feasibility and usefulness of peer evaluation in the context of accounting education will be enhanced by the results of this study. It is hoped that the results would provide useful information for professors to consider as they deliberate how best to improve the educational experience of accounting majors at universities by introducing peer assessment into the curriculum. Finally, this study aims to fill the void in the existing literature by examining the function of peer assessment in the classrooms of accounting professors. By explaining its effect on group teamwork evaluation, the study hopes to pave the way for more inclusive and comprehensive assessment processes that better prepare students for future professions in accounting and keep up with the industry's ever-changing expectations.