The practice of peer assessment is a method of including a new assessment criteria in degree programme in which the students individually provide feedback for each-other’s contribution and skills. The procedure of peer assessment follows a pre-defined criteria by the education institute or university (Falchikov, 2005). A student is required to assess the other students on basis of a pre-defined process. In most cases of peer-assessment, instead of including grades given by each individual students, an average grade value awarded by the complete group of students is taken into consideration for the degree programme assessment.
In wake of the advancement in new experiments in education industry, the peer assessment approach is an approach that is constantly under the microscope for reasons that are not entirely academic. Arguments can be made that the peer-assessment is the way of assessing the work of students to gain the feedback on the student, to gain a secondary grading criteria for the coursework, or to have a grading system that minimizes the assessment time consumed of tutors. The administrators of the education institutes are more concerned about the efficiency of such a program, and ideally they prefer an assessment approach that is also effective in its ability to improve the learning experience of the students at least as much as they are in tested in cutting the staff time consumed in peer assessment; which is biggest concerning factor for the teaching staff (Frankland, 2007). The purpose of this paper was to assess the perception of students in the ability of peer-assessment approach to provide benefits over traditional assessment ways and for the problems associated with the new technique of assessment. Once the perception of students has been fully understood, it is possible to design an implementation method of the peer-assessment approach that keeps up the level of positive aspects desired by the students while keeping the negative aspects minimized.