評量於整個教學過程中實居於關鍵性的地位，一方面可做為學生學習的回饋，一方面可提供教師教學的參考。傳統評量側重總結性的功能，學生的學習是孤立的，缺乏互動的；同儕評量則側重評量的形成性功能，學生是互相合作的、互動頻繁的。同儕評量已被廣泛的應用到各種學科教學上，目的主要是提升學生主動學習的意願、訓練學生給予或接受他人批評而改進，讓學生瞭解社會共同評量的過程。本研究以研究所及大學部同學為研究對象，評量內容主要為教學模擬演練與口頭發表，課堂使用同儕評量，進行為期一學期的研究。研究結果顯示，對於華語文教師職能較瞭解之研究生，於同儕評量的態度比大學生正面，華語文教學經驗使得同學能夠深切體認同儕評量對於學生學習的助益。其次，同儕評量可以有效幫助學生學習，對於思想日趨成熟的大學生而言，更能幫助其表達溝通技巧的改進與批判思考能力的發展；不過其尚於學習階段，對於同儕評量評分內容與方式，當施予更多說明，經過適當的訓練或練習，以提高學習成效。

Assessments are critical in the process of teaching and learning. It not only gives feedback to students but provides teachers with valuable information. The conventional assessment addresses the summative function, which isolates students and lacks of interaction. The peer assessment, on the contrary, focuses on the formative function and keeps students cooperate and interact with each other more frequently. The peer assessment as a tool has been applied to various subjects and aims at improving student’s willingness to active learning, teaching students how to criticize and receive criticisms from others and thereby to enhance their learning, and helping them understand the process of social critique. This study, undergone for one term, takes both postgraduates and undergraduates as its subjects and assesses their oral presentation and simulative teaching in class using the method of peer assessment. The result shows that these postgraduates, who understand the competence of Chinese language teachers better, have a more positive attitude towards peer assessment and the experience of teaching Chinese helps them know more deeply about the advantage of peer assessment for learning. Furthermore, for these undergraduates, who are getting mature in thinking, the peer assessment helps them learn effectively, as well as improve their skills of communication and critical thinking. To enhance the learning effect, these undergraduates, however, need more proper explanation and training as to the process of peer assessment in this respect.