Abstract

Based on the constructivist learning principles, self-assessment has been a targeted topic for many studies in the field of teacher education. Its importance and its leading to learner empowerment have been discussed for long. This current study in this line tries to move one step further by adding a correlative comparison between instructors’ and students teachers’ grading as well as searching into students’ views on self-assessment in Oral Communication Skills Course at English Language Teaching Department of a private university in Turkey. Interrater consistency was examined throughout the study. This study involves 21 student teachers who assessed their speaking performances five times using a micro-analytic rating scale. In the analysis of data, both qualitative and quantitative methods were utilized. Both data sets suggest that there is a high correlation between instructor and student teachers grading. The study has got some implications for curriculum designers, instructors and teacher candidates.

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