A Mobile App-Based Peer Assessment for Problem-Based Learning Groups

Melissa, Mohammad Hirman and Noor Alamshah, Bolhassan and Nurfauza, Jali and William Lim, Kiong Seng (2025) A Mobile App-Based Peer Assessment for Problem-Based Learning Groups. In: Asia Pacific Association On PBL in Health Sciences (AHA-PBS PBL) PBL Symposium 2025: "The Future of PBL in Health Sciences: Navigating AI, Authentic Learning, and Emerging Trends", 15 November 2025, Online via Zoom.

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Abstract

Background: Problem-Based Learning (PBL) is the most significant innovation of the last 60 years that promotes active and self-directed learning through problem solving and teamwork. Assessment of these learning outcomes may involve a combination of self, peer, and facilitator assessments. Our school practices facilitator grading but observed non-uniformity across groups. We complemented facilitator grading with peer evaluation to enhance students' evaluative and reflective skills. The students used a specially developed mobile app, PeerA app, to conduct weekly peer assessments during their PBL sessions. Peer evaluation is notably challenged with problems of friendship marking and anonymity, making it questionable in terms of its reliability and accuracy. Meanwhile, digital tools can offer improved efficiency, fairness, and confidentiality in peer assessment and are increasingly used in education. Thus far, there is no report on online peer assessment tools in PBL settings. Objectives: This study aimed to gain insight on students’ acceptance of the implementation of peer assessment in PBL and the use of a mobile app in peer assessment. Methods: A survey was conducted on all 152 first-year medical students who completed peer assessment using the PeerA app during a 6-week module in June-July 2024. The students were surveyed using a questionnaire developed by the investigators which was filled out anonymously using a Google Docs form. Responses were analyzed using Microsoft Excel® (2013) with response frequencies converted to percentages. Results: A total of 127 students responded to the survey with a response rate of 84.7%. Most students (66.1%) supported the implementation of peer assessment in the curriculum, with over 70% agreeing it improved their own performance and peer feedback was beneficial. More than half the students (59%) agreed that the app reduced friendship marking through confidentiality and averaged weekly marking. Over half of students (55.9%) favoured increasing the frequency of full marks, while other marks responses were similar between current and higher frequencies (48% and 48%). The proportion of students favoring a higher weightage for facilitator grading was greater than those preferring a higher percentage for peer grading (45.7% and 14.9%). Over 80% of students wanted weekly qualitative feedback and agreed on the format. Most students (70.8%) agreed that the app was useful and easy to use. Conclusion: Students generally agreed peer assessment benefited their learning and that the processes implemented supported fair and accurate gradings. The PeerA app is a useful and easy tool for conducting online peer assessment in PBL settings.

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