Abstract
The accounting profession highlights lifelong learning as a vital fundamental competency.
Peer assessment, self-assessment and self-directedness contribute to the development of
lifelong learning skills. These interrelated skills should be fostered through higher education
programmes, requiring intentional interventions. Peer assessment is regarded as an underutilised
intervention in the undergraduate accounting programme of a South African university.
In order to assess the experience of students of a peer assessment intervention they were
required to mark the assignment of a peer, provide feedback to the peer after which the latter
was allowed to improve the assignment based on the peer’s recommendations – a ‘review –
revise – resubmit’ approach. The research is based on a mixed methods design called
concurrent triangulation...