| Summary: | 博士 === 國立臺灣科技大學 === 應用科技研究所 === 102 === Peer assessment (PA) is an innovative evaluation method that has caught both educators' and practitioners' attention in recent years. Several theories and empirical studies have suggested that peer assessment practices can enhance the learning outcomes. To contribute to the field of peer assessment, the present study focused on not only the assessment aspect, but the learning aspect during online peer assessment. To do this, students’ self-efficacy, motivation and thinking processes, namely categories of cognitive behaviors, during the online peer assessment activity were explored. A total of 44 senior high school students participated in this study. The results indicated that OPASS (Online Peer Assessment Self-efficacy Scale) and MOPAS (Motivation of Online Peer Assessment Scale) were valid instruments for measuring students’ self efficacy and motivation for online peer assessment. Students with higher self efficacy showed higher motivation and more progression in their online projects. When students were further clustered into four groups based on their scores in OPASS, different groups demonstrated different learning process (behavioral patterns). Based on these findings and observations, some conclusions were proposed and implications were also discussed.
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