Incorporating assessment from those currently outside of the existing peer group, or those that are in a position of authority/unilateral interaction can quickly undermine the cohesiveness of the peer group. This is usually seen as a "return to form" of more conventional evaluation methods.

University of Illinois at Urbana-Champaign

Peer evaluation works best when the conditions and expectations is primarily set (and discussed) by the peer group, preferably with less expectations placed by the lecturer. In addition, the trust and validity of peer remarks heavily depends on accountability, personal transparency, and individual social dynamics. However, this does not guarantee that peer evaluations themselves will be effective, only that the acceptance of such a method.

Peer Assessment and Consensus of grading

McConnell, D. The Experience of Collaborate Assessment in e-Learning (2002). Studies in Continuing Education, 24:, 73-92.

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