There are notions and research findings in the literature that imply students’ low task value in peer assessment. However, there is not any specific instrument developed to derive reliable and valid results. In addition, multidimensional structure of task value was not indicated adequately in prior scale development studies. The aim of this research was to provide a scale measuring college students’ task value in peer assessment. On the basis of task value components proposed by expectancy-value theory, 18 items were generated. In addition, three validation items about intention to participate in peer assessment were added to the data collection instrument. The instrument was administered to 178 college students. Exploratory factor analysis revealed that the scale consisted of three dimensions (utility value, intrinsic value, and attainment value) explaining 61.88% of total variance, in parallel with task value structure of expectancy-value theory. Concerning reliability, each dimension was found to have Cronbach’s Alpha coefficients over .80, which showed adequate level of internal consistency. Moreover, high and positive correlations between three dimensions and validation items were obtained. On the whole, the study presents a promising tool to measure value in peer assessment with three dimensions
