%0 Journal Article %T Reliability and Validity of Self-Assessments among Iranian EFL University Students %J International Journal of Language Testing %I Tabaran Institute of Higher Education %Z 2476-5880 %A Manzari, Alireza %D 2023 %\ 03/01/2023 %V 13 %N 1 %P 225-235 %! Reliability and Validity of Self-Assessments among Iranian EFL University Students %K learner-centered teaching %K learner autonomy %K Self-assessment %K Reliability %K Validity %R 10.22034/ijlt.2023.363420.1199 %X 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. %U https://www.ijlt.ir/article_166911_753aac0398c81f5c9803e0017de7c037.pdf