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Abstract
ABSTRACT This study investigated postsecondary students’ team-level creative thinking using online peer assessment as a tool for electronic brainstorming. Student teams developed ideas for a public service announcement within the platform peerScholar. Following an explanatory sequential mixed method design, the researchers surveyed student perceptions of online peer assessment as a support for team-based creative thinking, then qualitatively analyzed textual interactions within teams that may have influenced those perceptions. Nine out of 10 teams gave a high score for online peer assessment supporting team-based creative thinking (M ≥ 3.8). However, scores varied across teams (ranging from M = 3.7 to 4.8), with strength in agreement of scoring within teams ranging from r WG = 0.67 to 0.96. Textual analysis revealed that students provided a range of Cognitive and Affective feedback. Affective feedback was often supportive, while Cognitive feedback tended to be direct but nonabrasive, usually involving suggestions or identifying issues with ideas. Teams that balanced Cognitive and Affective feedback tended to reach stronger agreement about online peer assessment supporting team-based creative thinking while maintaining high mean scores. These patterns indicate that integrating higher frequencies of both feedback may support team-based creativity by fostering a unified belief in the value of the collaborative work.
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