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Supporting Creative Thinking Using Online Peer Assessment: Student Perceptions and Team Processes in Higher Education.

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Title: Supporting Creative Thinking Using Online Peer Assessment: Student Perceptions and Team Processes in Higher Education.
Authors: Maybee, Scott (AUTHOR), Bolden, Benjamin (AUTHOR), Joordens, Steve (AUTHOR)
Source: Creativity Research Journal. Jul-Sep2026, Vol. 38 Issue 3, p537-554. 18p.
Subjects: Creative thinking, Collaborative learning, Peer review of students, Higher education, Brainstorming, Psychology of students, Social interaction, Psychological feedback
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 rWG = 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. [ABSTRACT FROM AUTHOR]
Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Supporting Creative Thinking Using Online Peer Assessment: Student Perceptions and Team Processes in Higher Education.
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  Data: <searchLink fieldCode="AR" term="%22Maybee%2C+Scott%22">Maybee, Scott</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bolden%2C+Benjamin%22">Bolden, Benjamin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Joordens%2C+Steve%22">Joordens, Steve</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Creativity+Research+Journal%22">Creativity Research Journal</searchLink>. Jul-Sep2026, Vol. 38 Issue 3, p537-554. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Creative+thinking%22">Creative thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Brainstorming%22">Brainstorming</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink>
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  Label: Abstract
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  Data: 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 rWG = 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/10400419.2025.2485887
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      – Code: eng
        Text: English
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        PageCount: 18
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      – SubjectFull: Creative thinking
        Type: general
      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Peer review of students
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Brainstorming
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      – SubjectFull: Psychology of students
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      – SubjectFull: Social interaction
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      – SubjectFull: Psychological feedback
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      – TitleFull: Supporting Creative Thinking Using Online Peer Assessment: Student Perceptions and Team Processes in Higher Education.
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            NameFull: Maybee, Scott
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            NameFull: Bolden, Benjamin
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            – D: 01
              M: 07
              Text: Jul-Sep2026
              Type: published
              Y: 2026
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