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Cloning (ad hoc reuse by duplication of design or code) speeds up development, but also hinders future maintenance. Cloning also hints at reuse opportunities that, if exploited systematically, might have positive impact on development and maintenance productivity. Unstable requirements and tight schedules pose unique challenges for Web Application engineering that encourage cloning. We conducted a systematic study of cloning in 17 Web Applications of different sizes, developed using a range of Web technologies, and serving diverse purposes. We found cloning rates 17-63% in both newly developed and already maintained Web Applications. Contribution of this paper is twofold: (1) our results confirm potential benefits of reuse-based methods in addressing the key challenges of Web engineering, and (2) a framework of metrics and presentation views that we defined and applied in our study may be useful in other similar studies.

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Purpose The purpose of this paper is to check the veracity of educators’ apprehensions about peer assessments by comparing them with the actual peer assessment scores. It also explores the levels of satisfaction and current usage of peer assessment tools among educators. Design/methodology/approach The first phase of this study aims at providing insights into the educators’ apprehensions, their satisfaction and usage levels of peer assessments. The second phase involves analysis of peer assessment scores of 539 students in 117 teams. Findings from statistical analysis of peer assessment scores are compared against the apprehensions of educators. Findings The results do not support the apprehensions among educators about peer assessments. Findings on the usage, satisfaction levels of educators and their future intentions of using peer assessments are also presented in this paper. Research limitations/implications Studies with larger sample size, qualitative in-depth research on experiences, designs and conditions of successful peer assessments and studies based on users’ experiences of peer assessments will help in getting richer insights in this area. Practical implications Results of this study indicate a need for educators to shed their apprehensions and adopt online or offline peer assessments tools with trust and confidence. Originality/value This study is important due to the existence of contrary views, inconsistent results and lack of adequate familiarity about the use, efficacy and practice of peer assessments. Though previous studies have tried to establish the reliability of peer assessments, this study finds that educators are still apprehensive about peer assessments. This is a unique study as no previous research has attempted a comparative study to check the veracity of the apprehensions of educators about peer assessments using the actual peer assessment scores.