The study examined the predictive effects of online peer-assessment on student question-generation. Specifically, the individual and collective predictive effects of two types of feedback (i.e., quantitative ratings and descriptive comments) available in peer-assessment learning systems on student question-generation performance were investigated. A total of 233 students participated in the study for six weeks. An online learning system that allows students to contribute to and benefit from the process of question-generation and peer-assessment was adopted. The regression result found that quantitative ratings and descriptive comments individually and collectively significantly predicted question-generation performance. Suggestions for learning system development are provided.