Due to the scant work done thus far, the present mixed-methods study assessed Education students’ perceptions of and attitudes towards peer assessment (PA) and their effect on the perceived Transfer of PA practices to their future classes. 120 undergraduate multicultural students have participated in the study. The students were given two group assignments in line with the project-based learning approach. During each project presentation to the class, the students were required to individually assess their peers’ group work based on an indicator that was previously designed in collaboration with the teacher. After each assessment, the students filled out the Students’ perceptions of and attitudes towards PA questionnaire. The analysis implied that students’ positive perception of their ability to assess their peers and their trust in their peers’ ability to accurately assess their work are effective factors that might enhance PA skills transfer to their future classes. However, based on the results, a key challenge in PA implementation appeared to be culture-related. The study highlights the need to focus on consolidating trust among students within a heterogeneous classroom during PA processes.

中文翻译：

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多元文化课堂中大学生对同伴评估的理解和态度

由于迄今所做的工作很少，本项混合方法研究评估了教育学生对同assessment评估（PA）的看法和态度，以及对同PA评估（PA）做法向未来班级转移的影响。共有120名多元文化的本科生参加了这项研究。按照基于项目的学习方法，给学生两个小组作业。在向班级的每个项目介绍中，要求学生根据先前与老师合作设计的指标，分别评估同伴的小组工作。每次评估后，学生填写学生对PA的看法和态度问卷。该分析表明，学生对自己评估同龄人的能力的积极看法以及对同龄人准确地评估其工作能力的信任是可以增强PA技能向其未来班级转移的有效因素。但是，根据结果，实施PA的关键挑战似乎与文化相关。这项研究强调了在PA流程中，需要着重巩固异构教室中学生之间的信任。