This study explores university students’ revising behaviors in the peer assessment process. The data for this study were collected from 18 college students taking English critical writing courses. The results of this study show that the students’ feedback on critical writing significantly affect their revising behaviors. That is, the students’ feedback had substantial variability in the process of revising and improving their critical essays. Specifically, it was found that the students revised their essays more in surface levels by self-reflection and peer feedback and more in meaning levels by teacher feedback. In addition, the students’ perceptions of peer assessment appeared to be related to the extent of their experience of peer assessment and their revision work by peer feedback. The students considered peer assessment useful and helpful for improving their writing skills. This peer assessment induces learning and promotes further learning beyond what the students currently know or are able to do. The results inform L2 writing test developers and researchers about the extent to which peer assessment affects students’ learning and improves their writing abilities. Based on the findings in this study, the implications related to the assessment policy are also discussed.

I. Introduction
 II. Literature Review
  1. Formative Assessment
  2. Learning-oriented Peer Assessment
 III. Methodology
  1. Participants
  2. Data Collection
  3. Data Analysis
 IV. Results
  1. Perceptions of Peer Assessment
  2. Revision Behaviors
  3. Perception Changes about Peer Assessment
 V. Conclusion
 References

• Hyun-Ju Kim(Dankook University)