“She is a support system.”: Peer assessment in cooperative learning asynchronous classroom

Peer assessment is essential in cooperative learning in asynchronous classroom to help teachers evaluate the implementation of cooperative learning. However, little research on peer assessment in cooperative learning asynchronous classroom has been reported. Thus, the study aims to examine the implementation of cooperative learning through peer assessment in cooperative learning asynchronous learning. Thirty-two students participated. The study used a quantitative research approach employing closed and open-ended questionnaires. The closed-ended questionnaire was analysed quantitatively, and the open-ended questionnaire was analysed using thematic analysis. The findings from the closed-ended questionnaire revealed that more than 50% of the students actively contributed to group goals, showed consideration of others, and helped groups identify changes and encouraged group actions. Three themes were generated from the open-ended questionnaire: peer roles, peer dispositions, and peer contribution. The study suggests that peer assessment be an effective tool to assess the implementation of cooperative learning in asynchronous learning.