This paper addresses a knowledge gap by presenting an empirical investigation of a group coursework protocol and peer assessment system (GCP&PAS) used in a UK university to support postgraduate marketing students in their assessed group activities. The aim of the research was to examine students' understanding of the GCP&PAS and their attitudes towards assessed group coursework and peer assessments generally. The study also sought to identify any differences in such attitudes as a result of group conflict. It was found that students are supportive of the principles of assessed group work and peer evaluation, but that there are differences in attitudes towards the GCP&PAS between those who experience group conflict and those who do not. The paper contributes to the literature in that it highlights the meaning of the research findings with regard to students' preparedness for work. It also recommends further examination of conflict and other factors such as culture and gender in the investigation of alternative peer evaluation systems.