Abstract. The use of peer assessment (PA) as an alternative form of evaluation method is reported to be helpful in learning and is increasingly being adopted in higher education settings. Through collecting data from 280 university students in Taiwan, a 20-item instrument was developed to investigate university students' attitudes toward and perceptions of PA and online PA. Four subscales, Positive Attitudes, Online Attitudes, Understanding-and-Action, and Negative Attitudes, were extracted and reliabilities were calculated. Results revealed that participating students held positive attitudes toward the use of PA activities, but they viewed online PA as a technical tool to facilitate assessment processes, rather than as a learning aid. Male students had more positive attitudes toward PA than females did, and students with previous PA experiences had less negative attitudes toward PA. A majority of these students suggested that the PA score should be counted as a small part of the total course grade, and there was an effect of the perceived importance of PA score on students' attitudes toward these four subscales.
In recent years, peer assessment has been increasingly used as an alternative method of assessment in classrooms. The study described in this paper employed a 13-item Likert-scale instrument to evaluate participants' attitudes towards both general (seven items) and online peer assessment (six items). A sample of 280 pre-service teachers and 108 in-service teachers from northern Taiwan participated in the study. A difference in attitude was found between pre-service and in-service teachers, because the latter viewed peer assessment as a learning aid. Our results also showed that male pre-service teachers had more positive attitudes towards peer assessment in general; male in-service teachers also liked the online approach more than did their female counterparts. Itemby-item analyses have been conducted in order to explore both the differences in attitude between pre-service and in-service teachers and to identify any gender effects.
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