This paper reviewed the available literature concerning the use of student peer evaluations and team learning in undergraduate and graduate education. The literature clearly demonstrates that the simple act of how an instructor assigns groups has a significant impact on the grades their students receive. Also clear from the literature is that training should precede the use of peer evaluations in any classroom setting. Further, student assigned grades become more accurate with training and practice. Although there are several potential problems with the use student peer evaluations and team learning, there are also very pronounced student benefits. Generally, students have been shown to improve their learning, retention, and overall grades when group projects and peer evaluations are correctly used
