Developing and Validating a Scale Measuring Peer Assessment Motivation

• In Event: Marriott Roundtable Session 17
  In Roundtable Session: Psychometric Issues in Higher Education Assessment

Abstract

We followed the expectancy-value theory of achievement motivation to develop a brief scale that measures student’s rating motivation in peer assessment. The current study was to: (1) develop the initial item pool; (2) explore the factor structure and examine reliability; (3) investigate the concurrent validity evidence of the scale (e.g., correlate the underlying factors with student learning outcomes). The preliminary results of factor analysis indicated a three-factor structure (ability beliefs, expectancy and task values) that matches the underlying theory with high internal consistencies. The study results are of interest to researchers and instructors who are interested in peer assessment in higher education

Authors

• Jin Liu, University of South Carolina - Columbia

• Xiuyan Guo, Emory and Henry College

• Ruiqin Gao, University of South Carolina - Columbia