This study seeks to determine if effective practices for the formative process of asynchronous online discussions apply to the authentic learning process of online peer-assessment. The proposed benefits of online asynchronous discussions in higher education relate to deep learning, exposure to unique perspectives of a subject, and increased communication and community. Benefits often also attributed to online peer-assessment: An authentic practice pairing scored outcomes and formative feedback to extend learning in realistic contexts. Previous research outlining effective approaches to the discussions also closely resembles those of online peer-assessment. However, online peer-assessment extends formative processes to constructively align institutional and student needs, which increases its usefulness. The research follows a mixed-methods, single-stage, convergent research design with concurrent data collection from n = 52 students (62% response rate), specifically focusing on the perceived benefits and challenges of using an online peer-assessment tool to replace online asynchronous discussions.

Keywords: Assessment, evaluation, online learning, asynchronous discussion, peer-assessment, higher education.