Can Business Students Learn to Evaluate Better? Evidence From Repeated Exposure to a Peer-Evaluation System STÉPHANE BRUTUS Concordia University MAGDA B. L. DONIA University of Ottawa SIGALIT RONEN Trident University International In this article we describe how the repeated experience of evaluating peers in undergraduate classes resulted in students becoming more confident and skilled in the task of evaluating others. We used a matched group quasi-experimental design, in which 182 students evaluated their learning group members in three different semesters, and a control group (three matched groups of 182 students each) evaluated their team members only once. Our results indicate that repeated use of a standardized peer-evaluation system provides an effective means of increasing students’ confidence in evaluating their peers, as well as improving the quality of the evaluations they provide. These findings demonstrate the added value of incorporating standardized evaluations into business school group work as a means of generating skills relevant to managerial practice. Implications for research and practice as well as future research directions are provided. ........................................................................................................................................................................ Although much research has focused on the psy- chometric attributes of student evaluations of peers, less attention has been given to the learning processes that are triggered when students evalu- ate each other (Chen & Lou, 2006; Falchikov, 1994; Falchikov & Goldfinch, 2000; Fellenz, 2006; Li, 2001; Richardson, 2005; Topping, 1998). Using a matched group quasi-experimental design, our work tests the impact of repeated exposure to a standardized peer-evaluation system (PES) on student evalua- tors. We specifically contend that repeated expo- sure to a PES increases students’ comfort with the evaluation process and their effectiveness as eval- uators. Before delving into the theoretical develop- ment and related hypotheses, we offer a brief de- scription of the PES, as it represents a central piece of the study. The PES was first introduced in the business school where we conducted our research in 2004, to promote, facilitate, and standardize peer evalua- tions at the conclusion of group projects. Although the system has many commonalities with typical peer-evaluation processes used in higher educa- tion, its distinguishing characteristic is that its ba- sic elements are standardized and thus constant across multiple evaluation contexts and periods. Students evaluate each other along four dimen- sions (cooperation, practical contribution, concep- tual contribution, and work ethic) using a point allocation system. They are also encouraged to write narrative comments to support their quanti- tative evaluations. After the evaluation period, stu- We would like to thank Dev Bhave for his useful comments on this manuscript and John Longo for his technical support with the peer evaluation system.  Academy of Management Learning & Education, 2013, Vol. 12, No. 1, 18–31. http://dx.doi.org/10.5465/amle.2010.0204 ........................................................................................................................................................................ 18 Copyright of the Academy of Management, all rights reserved. Contents may not be copied, emailed, posted to a listserv, or otherwise transmitted without the copyright holder’s express written permission. Users may print, download, or email articles for individual use only.