Development and validation of the peer assessment motivation scale (PAMS) in higher education
基于期望价值理论开发并验证了一个20题项的同伴评估动机量表，通过探索性和验证性因子分析确认了能力信念、期望和任务价值三维结构，信效度良好，适用于高等教育中研究学生参与同伴评估的动机。
Measurement of students’ peer assessment motivation is critical to understand how they participate in such activities in higher education. The current study was conducted to develop and validate a brief scale that measures student peer assessment motivation in higher education using the Expectancy-Value Theory (EVT). Initial items were developed, revised, and administered to 369 students. Exploratory factor analyses suggested a three-factor model structure (ability belief, expectancy, and task value) aligning with EVT. Confirmatory factor analyses (n = 399) supported a higher-order factor structure with the three first-order factors (i.e. ability belief, expectancy, and task value) with a decent model fit. The 20-items Peer Assessment Motivation Scale (PAMS) had decent internal reliability, test-retest reliability, convergent validity, and discriminant validity, suggesting that it is a high-quality measure. This scale is beneficial for instructors and researchers who are interested in investigating peer assessment motivation in higher education.