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Group learning tasks are now ubiquitous in formal university education, but assessment processes for large classes have too often counteracted the benefits of peer learning. These benefits have been identified in the educational literature in vital areas of graduate attribute development, but there is a fundamental problem when the assessment of group work disregards the quality and level of individual contributions. This paper briefly outlines examples of paper-based self and peer assessment systems used to address this problem for large classes and lists possible reasons for their failure. Examples of the implementation of an online system are described and comparisons from two faculties drawn from student comments and online data. The authors conclude that there are crucial advantages of this online approach that resulted in evidence of attribute development and a responsible approach by students to the self and peer assessment process.