Universities often use group work to develop teamwork skills, but it may cause stress due to group issues. Peer assessments can provide an overview of groups’ performances and well-being, but effective interpretation is challenging and the burden is left to the teachers. This study addresses these challenges through a focus groups and a field study. It proposes a rule-based algorithm to automatically interpret peer assessments, identifies key contextual variables, and evaluates the algorithm’s effectiveness and usability in a real classroom setting.