Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude

Abstract As the effects of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing CAF speaking have not examined in Iran, this research compared their effectiveness developing Iranian students’ CAF. Moreover, attitudes students towards three types assessments. To achieve these objectives, 75 intermediate learners were selected based a convenience sampling method divided into groups. Next, all groups pretested two skills speaking. Then, one group was taught by using second same through self-assessment; other received treatment applying assessment. After an 18-session instruction, posttests administered to groups, also, attitude questionnaires distributed among them. The outcomes one-way ANOVA tests revealed that peer-assessment self-assessment outflanked teacher-assessment posttests. findings showed respondents presented favorable sorts It concluded are useful techniques develop skills. At end study, couple implications recommendations enumerated.