Recent research in collaborative learning has indicated that peer assessment has a positive influence on students’ learning performance and learning process. This study investigates how the different subgroups of two roles (assessors and assessees) in peer assessment contribute to students’ perceptions of science learning in mobile technology-supported collaborative learning (MSCL), including learning motivation, self-efficacy, group efficacy, and anxiety level. In total, 128 fifth-grade students participated in this study. They were asked to complete science inquiry tasks in groups with the support of mobile devices throughout a semester and to conduct a peer assessment activity at the end of the semester. According to scores from others and scores to others in peer assessment activities, we divided the students into subgroups (high, medium, low). The results indicate that the self-efficacy and group efficacy of students in the high score group were significantly higher than that of the medium score group when they act as assessors. Moreover, as assessees, the learning motivation of the high score students was significantly higher than that of the low score students, and the anxiety level of the low score students was significantly higher than that of the medium score students. These findings have important implications for the design of peer assessment activities and may help teachers identify the potential usages of peer assessment to enhance students’ positive perceptions in MSCL.

最近关于协作学习的研究表明，同伴评估对学生的学习表现和学习过程有积极的影响。本研究调查了同伴评估中两个角色（评估者和被评估者）的不同亚组如何影响学生对移动技术支持的协作学习 (MSCL) 中的科学学习的看法，包括学习动机、自我效能、小组效能和焦虑等级。共有 128 名五年级学生参与了这项研究。他们被要求在整个学期内在移动设备的支持下以小组形式完成科学探究任务，并在学期末进行同行评估活动。根据同伴评价活动中他人的得分和他人的得分，我们将学生分成小组（高、中、低）。结果表明，高分组学生作为评估者的自我效能感和团体效能感均显着高于中分组。而且，作为被评估者，高分学生的学习动机显着高于低分学生，低分学生的焦虑水平显着高于中分学生。这些发现对同伴评估活动的设计具有重要意义，可以帮助教师确定同伴评估的潜在用途，以提高学生对 MSCL 的积极看法。作为被评估者，高分学生的学习动机显着高于低分学生，低分学生的焦虑水平显着高于中分学生。这些发现对同伴评估活动的设计具有重要意义，可以帮助教师确定同伴评估的潜在用途，以提高学生对 MSCL 的积极看法。作为被评估者，高分学生的学习动机显着高于低分学生，低分学生的焦虑水平显着高于中分学生。这些发现对同伴评估活动的设计具有重要意义，可以帮助教师确定同伴评估的潜在用途，以提高学生对 MSCL 的积极看法。