Peer-assessment has become more popular in the instructional assessment area. Portfolios were used as an important tool to facilitate computer-mediated peer assessment in online instruction. This study adopted quantitative approaches to explore the focus and attitude of onymous or anonymous peer-assessment with WePS (Web-based ePortfolios system) in Chinese context. Findings showed that Onymous group members paid attention to the response of their learning peers, that the onymous group had more confidence in peer-assessing and they thought that their assessment was more effective than anonymous groups, and that Onymous groups members recognized peerpsilas assessment on their learning more than the anonymous one. Compared with the related studies in western context this finding is different in some aspects.
['Youmei Wang']
ePortfolios: A New Peer Assessment Technology in Educational Context