同儕互評模式在許多研究中，皆被認為是一項可幫助學生提升學習成效以及批判思考學習模式。且透過不同的同儕互評模式(提供回饋或者提供評分)，亦有學者認為會影響學生在同儕互評上之學習表現。為探討該學習模式在音樂劇表演之學習效果，本研究開發線上同儕回饋系統，安排三組學生運用不同同儕互評回饋模式進行學習：PC+PS組使用同儕回饋以及同儕評分之學習模式進行音樂劇表演、評論以及評分；PS組使用同儕評分之學習模式進行音樂劇表演以及評分；PC組則採用同儕回饋之學習模式進行音樂劇表演與評論。根據研究結果發現，同時採用同儕回饋以及同儕評分進行學習(PC+PS)之學生，在學習成就上有比較好表現；其成績明顯高於僅使用同儕回饋(PC)以及僅使用同儕評分(PS)的學生。在學習動機的表現上，則由PS學生其分數高PC學生；但是PC+PS學生動機其分數與其他兩組學生無明顯差異。除此之外，三組學生在自我效能以及學習滿意度上並無明顯差異。運用回歸分析，本研究探討三組學習動機、自我效能、教學滿意度以及學習動機學習成就的影響關係。結果發現PC 組僅在內在動機、外在動機。中有正向影響關係，其餘變因並無關聯性；PS組學生的學習動機會正向影響學習成就，學習滿意度會負向影響學習成就。最後，PC+PS組其學習滿意度會正向影響學習成就。另外，本研究亦深度探討學生訪談內容以及提供同儕之評論內容，發現同時引導學生進行回饋與評分，能引導學生表述較深層評論之評論；同時學生也認為該學習模式較能用心觀察同儕的表現。總結，據本研究之研究結果，得知同時採用同儕回饋以及同儕評分模式，將有效提升學生音樂劇表演能力。

Peer assessment has been considered to be a learning strategy that helping students to improve their learning performance and critical thinking. Through different types of peer assessment modes (providing feedback or providing ratings), some scholars believed that it leads different learning performance for students. In order to explore the learning effect of this learning mode including different peer assessment modes in musical performances, this study developed an online peer assessment learning system and arranged three groups of students to conduct different peer assessment mode for learning. The PC+PS group adopted the learning mode of peer feedback and peer scoring to providing peers comment and scores of their musical performances; the PS group used the learning mode of peer scoring to score peers’ musical performances; the PC group adopted the learning mode of peer comment to provide comments for peers’ musical performance. According to the results of this study, it was found that the students who used peer comment and peer scoring (PC+PS) significantly performed better musical performance than those who learned with peer comment (PC) and peer scoring (PS). When taking learning motivation into account, the scores of PS students were significantly higher than those of PC students; however, the PC+PS students’ motivation scores were not significantly different from the other two groups. In addition, there were no significant differences in self-efficacy and learning satisfaction among the three groups of students. On the other hand, the regression analysis showed that the PC group had only positive influence on intrinsic motivation, extrinsic motivation and learning motivation. The learning motivation of students in PS group positively affected learning achievement, and their learning satisfaction negatively affected their learning performance. Finally, the PC+PS group's learning satisfaction positively influenced learning performance. In addition, this study also deeply explored the content of peer comment and the interview the students conducted. It was found that the students who were guided to have peer comment and peer scoring expressed deeper comments than those who only provided peer comment. The result also consisted with the interview that the students also believed that the learning mode (PC+PS) can help them observe peer performance deeply. In summary, with the research results of this study, it is known that conducting pee comment and peer scoring together can effectively improve the students' musical theater performance .

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