This study presents a conceptual framework for supporting mobile peer assessment by incorporating augmented reality technology to eliminate limitation of reviewing and assessing. According to the characteristics of mobile technology and augmented reality, students' work can be shown in various ways by considering the locations and situations. This study proposes a novel mobile peer-assessment system which incorporates augmented reality into the reviewing and assessing processes. The mechanism enables students to enhance work interpretation, frequently interact with peers, represent their thinking and reflect upon their own works. Moreover, the mobile AR technique provides personalized and location-based adaptive contents that enable individual students to interact with the mixed reality environment and to observe how works are possibly applied to the real world in the future. The overall process facilitates students in reviewing works based on various dimensions, acquiring important knowledge, fostering critical thinking skills and reflection as well as promoting meaningful learning. [For Full Proceedings, see: ED562107.]