This study investigated the effectiveness of self-, peer-, and teacher assessments in assessing EFL students’ oral presentations. It also examined consistencies and differences among these three methods of assessment. Students’ attitudes towards self-assessment and peer assessment were also investigated. This study is a mixedmethods sequential explanatory research in which both quantitative and qualitative data were collected. Using an adapted rating scale, 60 Iranian students in four advanced English courses were requested to assess their oral presentations and the oral presentations of their peers. Four teachers used the same rating scale to assess all students’ oral presentations. To obtain students’ attitudes towards selfand peer assessments, a questionnaire was administered before and after the employment of the rating scale. Students who revealed changes in their attitudes were also interviewed. Although the results showed no significant differences in the three assessment methods, the analysis of the mean scores revealed that teachers employed the strictest scoring criteria while peer assessors used the most lax ones. While the results of peerand teacher assessments appeared to be consistent, no consistencies were discovered in selfand peerassessments and in selfand teacher assessments. This study highlights that EFL students’ involvement in assessing their own and peers’ oral presentations can enhance their motivation to learn.

中文翻译：

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口头报告评估：自我、同伴和教师评估的有效性

本研究调查了自我、同伴和教师评估在评估 EFL 学生口头陈述方面的有效性。它还检查了这三种评估方法之间的一致性和差异。还调查了学生对自我评估和同伴评估的态度。本研究是一项混合方法顺序解释性研究，其中收集了定量和定性数据。使用经过调整的评分量表，要求参加四门高级英语课程的 60 名伊朗学生评估他们的口头报告和同龄人的口头报告。四位教师使用相同的评分量表来评估所有学生的口头陈述。为了获得学生对自我和同伴评估的态度，在使用评分量表之前和之后进行了问卷调查。还采访了表现出态度变化的学生。虽然结果显示三种评估方法没有显着差异，但对平均分数的分析表明，教师采用最严格的评分标准，而同行评估员采用的评分标准最宽松。虽然同伴和教师评估的结果似乎是一致的，但在自我和同伴评估以及自我和教师评估中没有发现一致性。这项研究强调，EFL 学生参与评估自己和同伴的口头陈述可以增强他们的学习动力。对平均分数的分析表明，教师采用了最严格的评分标准，而同行评估员采用了最宽松的评分标准。虽然同伴和教师评估的结果似乎是一致的，但在自我和同伴评估以及自我和教师评估中没有发现一致性。本研究强调，EFL 学生参与评估自己和同伴的口头陈述可以增强他们的学习动力。对平均分数的分析表明，教师采用了最严格的评分标准，而同行评估员采用了最宽松的评分标准。虽然同伴和教师评估的结果似乎是一致的，但在自我和同伴评估以及自我和教师评估中没有发现一致性。本研究强调，EFL 学生参与评估自己和同伴的口头陈述可以增强他们的学习动力。