Development and validation of the peer assessment motivation scale (PAMS) in higher education

Abstract

ABSTRACT 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.