This paper reports on the 2002 experiences with students' peer-review of modeling exercises in a third year Information Systems course. While the peer-reviews did yield some positive and promising results, there were also some problems, and the goals set when introducing peer reviews were not fully achieved. Based on an analysis of student performance and perceptions, main causes for the problems were found to be lacking student motivation combined with unclear demands from teaching staff. For the 2003 offering of the course, the peer review process has been changed to remedy these problems, and this seems to have improved the learning experience for the students.

Existing research indicates peer reviews have been found to positively correlate to other performance criteria when raters were properly trained and the process was done in a confidential manner. This report details the findings of a three-year study comparing undergraduate management students ’ formal course test scores with the assessments received by fellow team members. The study involved 28 offerings of 7 different management courses, totaling 488 students. In addition to traditional instruction on the 360-degree feedback process and a confidential review process, students were knowingly held accountable for the quality of the assessments they gave their fellow team members. All seven course analyses revealed a positive correlation between the students ’ test scores and their evaluations by their peers, four of them significantly.