@article { author = {Manzari, Alireza}, title = {Reliability and Validity of Self-Assessments among Iranian EFL University Students}, journal = {International Journal of Language Testing}, volume = {13}, number = {1}, pages = {225-235}, year = {2023}, publisher = {Tabaran Institute of Higher Education}, issn = {2476-5880}, eissn = {2476-5880}, doi = {10.22034/ijlt.2023.363420.1199}, abstract = {Modern teaching practices emphasize learner autonomy and learner-centered approaches to language learning. Such teaching methods require corresponding assessment approaches. Self-assessment is viewed as an assessment mode which matches modern learner-centered teaching methodologies. However, the validity and reliability of self-assessments are not yet conclusively established. This study aimed to provide validity and reliability evidence for self-assessments among Iranian EFL university learners. The Common European Framework of Reference (CEFR) Self-Assessment Grid was translated into Persian and was given to a sample of Iranian undergraduate students of English. A C-Test battery containing four passages was used as a criterion for concurrent validation. Self-assessments of university EFL learners were examined for internal consistency and test-retest reliability. Findings showed that while self-assessments are highly reliable they lack validity as evidenced with low correlations between components of self-assessment grid and the C-Test. The implications of the study for the application of self-assessments in foreign language education are discussed.}, keywords = {learner-centered teaching,learner autonomy,Self-assessment,Reliability,Validity}, url = {https://www.ijlt.ir/article_166911.html}, eprint = {https://www.ijlt.ir/article_166911_753aac0398c81f5c9803e0017de7c037.pdf} }