Peer assessment is an important element of collaborative learning, allowing students to critically evaluate the contributions of their peers while encouraging reflection on their own work. The purpose of this study was to investigate how students' peer evaluations correlate with the final grade of the project assignment, whether there is a difference between the grades students receive from their peers and their own reflection on the collaboration, whether students who receive lower grades also rate their own role in the group lower, and whether there are gender differences in peer evaluations.

The research was carried out in the context of the Bachelor's degree programme Applied Psychology in the course Introduction to Educational Psychology in the academic year 2024/25. A total of 78 students participated, working in groups to complete a project assignment while utilizing a digital peer assessment tool. Each student evaluated their peers' activity on a scale from 1 to 5 and, at the end of the course, wrote a self-reflection on their participation and contribution to the project.

Data analysis included both quantitative and qualitative methods. Statistical tests allowed to test the correlation between peer ratings, self-reflection and the final evaluation of the project assignment, while content analysis of the reflections revealed key patterns in the perception of participation and contribution of individuals.

The results showed that the peer evaluations generally reflect the final evaluation of the project assignment, confirming their reliability. Nevertheless, students often rated their role better than their peers, with less active individuals usually recognising their lower contribution. Differences in ratings by gender were not statistically significant, suggesting that ratings were mostly based on observed participation rather than on the gender of the individual.

The findings of the study confirm that peer assessment is a useful tool for promoting responsibility and critical thinking in group work. At the same time, they underline the importance of self-reflection, which can provide students with deeper insights into their own participation and improve the learning process. For the future use of digital peer assessment tools, we recommend structured feedback, which could further contribute to the objectivity and effectiveness of this approach.

Keywords: Peer assessment, collaborative learning, reflection.