a cross comparison of the effect of assessment type (self, peer vs. teacher) on iranian efl students’ roleplaying

Assessment can be used to find out the strengths and weaknesses of the learning process in which students can make revisions, changes, and modifications after identifying the information. in the iranian context, the majority of studies on speaking development have focused on the traditional approaches to learning, and little if any attention has been directed to other alternative approaches. this descriptive study was written from a teacher’s perspective in an attempt to determine the reliability of teacher, self, and peer assessments. the data were obtained from eight groups of ninth-grade kharazmi youth festival participants in roshtkhar public schools. the oral presentations (recorded) were assessed by five different assessors in each group (two male, three female) on the basis of a context-specific rubric developed and validated by the english department of khorasan razavi province. the means for all scores from self, peer, and teacher were computed on the pre-and post-survey instruments and converted to percentages to facilitate comparisons. then a follow-up interview was done to suggest detailed reasons for differences among self-, peer-, and teacher-assessment. the findings shed light on the benefits of incorporating the role-play alternative assessment as part of the grade resulting in a positive learning experience since these assessment procedures develop the skills of self-regulating, critical thinking, and problem-solving, empower every student, and orient the learning and assessing process toward learner-centeredness.