本研究以亞東技術學院160 名學生為對象，繳交社會學科類課程的作業於Moodle 數位教學平台，另定時間 舉行線上同儕評量。本研究目的在探討學生自我評分、同儕評分與教師評分的一致性程度；分析同儕評量的回 饋內容；並以開放式問題徵求學生對線上同儕評量的意見與看法，以做為教學改進的參考。結果發現，學生自 評成績有高估的現象，同儕評量的成績則顯得較低，而同儕評分與教師評分以第一次作業的相關係數較高 為.75，達顯著水準。參與本研究的學生認為同儕評量的方式有助於觀摩學習受評者的作品，受調查的學生83% 同意「評分同儕作品時，我從中學習反思自己的錯誤之處」的陳述。顯然，同儕評量有益於課程教學，亦可以 增進學生反思的學習機會。最後，並提出教學評量的相關建議，以為未來課程設計的參考。

A study was conducted to investigate how grade evaluations for a university course assignment derived from peer assessment, compare to grade evaluations derived from self-assessment and teacher assessment. One hundred thirty-six undergraduate students in a university course were asked to submit an assignment to Moodle Workshop in 2014. The assignments were assessed separately by the students themselves (self-evaluation), a random group of their classroom peers (peer evaluation), and the course teacher (teacher evaluation). Students’ opinions on various aspects of the peer assessment process were also collected and analyzed. Results indicate that grade evaluations from peer assessments are inclined to be lower than evaluations from self-assessments. Grade evaluations from peer assessments and teacher assessments were more similarly matched, with a significant positive correlation of r=0.75. Many students (83%) agreed that doing peer assessment on other students’ assignments led them to reflect on how they personally performed their own assignment. The benefits of peer assessment as a tool for promoting students’ learning are explored. Implications of the results and potential future research on this topic are discussed.