The mean scores of the entire sample were skewed toward the higher end of the scale, suggesting an overall high performance group.

There were statistically significant improvements among students, when comparing evaluations of both assignments, using pair-sample T-tests.

Analysis of the lower performing subset showed statistically significant improvements based on the evaluation criteria of both assignments.

Color-coded peer evaluations enabled the course faculty to view real time results of students’ ratings after each assignment.

The faculty provided timely and tailored feedback commending high performance while urging struggling groups to improve specific areas.