A study examined the effectiveness of an experimental system of peer assessment. Two speech communication classes consisting of 22 student groups (110 participants) served as subjects. At the beginning of the semester, students in both classes were assigned to groups. Each group was responsible for presenting a project. The groups met both inside and outside of class throughout the semester. To assess the individual contributions of group members, a peer assessment instrument was developed, consisting of six dimensions: (1) out-of-class attendance; (2) out-of-class participation; (3) in-class attendance on group days; (4) in-class attendance; (5) quality of work; and (6) interest in the project. Results indicated that students think peer assessment is an important part of the group grading process. Students also found that the peer evaluation form used was fair and valid. Findings also suggest that student attitudes regarding peer assessment are independent of their attitudes toward both group process and outcome variables. (Three tables of data are included; the peer assessment inventory is attached.) (Author/RS)