結果より過程：ピアレビューにおいての評価専門知識を再評価する

抄録

This study evaluated self-reflection essays of 42 third-year university students enrolled in a fifteenweek academic writing course in which they completed four peer assessment activities. Two rounds of quantitative analysis produced five thematic categories (metacognition, motivation, skills, performance, and difficulties), each differentiated into subcategories for classifying the 258 marked comments. Results revealed students wrote about metacognition more than any other category, with evaluative expertise and awareness comprising the top subcategories within that group. Indepth textual analysis was then performed through the lens of evaluative expertise, revealing the importance of scaffolding assessor/assessee training and shifting the framing of activity success from feedback quality and uptake rates to a more process-centered approach.