Abstract

This paper examines the academic literature in order to identify the benefits and peer-assessment practices associated with university group-work activities. The literature alludes to one of the benefits of participating in group-work as being holistic in nature and valuable for the student in the wider realm of both life and work. Other benefits have a vocational focus and result in students acquiring skills that are potentially useful for and applicable to the commercial world. The paper also summarises various peer-evaluation approaches that academics should consider when assessing student participation and contribution to group-work projects. Furthermore, the educator’s management of work-group activities is noted and issues that increase the probability of the successful completion of group projects are highlighted. Some of the academic management issues identified relate to approaches that allow the circumventing of potential angst and conflict within groups as well as some directives aiding the design of group-work projects.