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.
Manzari, A. (2023). Reliability and Validity of Self-Assessments among Iranian EFL University Students. International Journal of Language Testing, 13(1), 225-235. doi: 10.22034/ijlt.2023.363420.1199
MLA
Alireza Manzari. "Reliability and Validity of Self-Assessments among Iranian EFL University Students". International Journal of Language Testing, 13, 1, 2023, 225-235. doi: 10.22034/ijlt.2023.363420.1199
HARVARD
Manzari, A. (2023). 'Reliability and Validity of Self-Assessments among Iranian EFL University Students', International Journal of Language Testing, 13(1), pp. 225-235. doi: 10.22034/ijlt.2023.363420.1199
VANCOUVER
Manzari, A. Reliability and Validity of Self-Assessments among Iranian EFL University Students. International Journal of Language Testing, 2023; 13(1): 225-235. doi: 10.22034/ijlt.2023.363420.1199
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