摘要：This study investigated the effectiveness of self-, peer-, and teacher assessments in
assessing EFL students’ oral presentations. It also examined consistencies and
differences among these three methods of assessment. Students’ attitudes towards
self-assessment and peer assessment were also investigated. This study is a mixedmethods
sequential explanatory research in which both quantitative and qualitative
data were collected. Using an adapted rating scale, 60 Iranian students in four
advanced English courses were requested to assess their oral presentations and the
oral presentations of their peers. Four teachers used the same rating scale to assess
all students’ oral presentations. To obtain students’ attitudes towards self- and peer
assessments, a questionnaire was administered before and after the employment of
the rating scale. Students who revealed changes in their attitudes were also
interviewed. Although the results showed no significant differences in the three
assessment methods, the analysis of the mean scores revealed that teachers
employed the strictest scoring criteria while peer assessors used the most lax ones.
While the results of peer- and teacher assessments appeared to be consistent, no
consistencies were discovered in self- and peer- assessments and in self- and
teacher assessments. This study highlights that EFL students’ involvement in
assessing their own and peers’ oral presentations can enhance their motivation to
learn.
关键词：oral presentations; methods of assessment; self;assessment; peer;assessment;
teacher assessment
