A Comparative Study of Students’ and Teachers’ Attitude toward Self Assessment: A Case Study of Iranian Context

Hooshang Khoshsima, Jasem Mohammadi, Ehsan Mostafapour



Since the last two decades, training students in self-assessment has gained increasing attention and investigation in a considerable number of studies. Therefore the current research is an attempt to delve into the students’ and teachers’ attitudes towards the concept of self-assessment using contrastive analysis and shed light on similarities and differences between these two groups. To this aim, we selected 120 language teachers and 120 students considering principles of convenient in the city of Tehran. Also we adapted two questionnaires from (Oguz's, 2003) and (Feng, 2007) to fulfill the aims of the research. Then, the obtained data were analyzed using descriptive statistics, frequency counts, and percentages. The results indicated a significant effect of self-assessment initiatives in enhancing the students’ willingness and ability to engage in self- assessment and in creating positive outlooks toward English language learning .The implications of self-assessment in English language teaching are then discussed.


Assessment, Evaluation, Language Teaching, Testing.

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