| Summary: | Learner-centered classes involve students in their process of learning as well as their evaluation, while, the classical way to teach and assess students was teacher based. Accordingly, the current study investigates the impact of teacher assessment and self - assessment of reading comprehension on Iranian EFL learners, in a comparative manner. The current research was carried out in Kish Institute of Science and Technology of Ilam. To this end, out of a population of 79,30 EFL learners were selected, based on Oxford Quick Placement Test (OQPT) with an intermediate level. Prior to the experiment, the Likert scale questionnaire was applied by the teacher to assess the participants’ ability to figure out and answer reading
questions. To set out the study, the participants were divided into two different groups, namely base group (teacher assessment); experimental group (self - assessment) each of which included 15 participants. In the next stage, these two groups received a pre-test. Furthermore, after performing the treatment course, which included 10 sessions (two sessions a week with each session lasting about 45 minutes) the students of two groups were given the post-test. Accordingly, the follow-up test was given to the participants after a week from finishing the given post-test. To analyze the data, SPSS was performed. The instruments used in this study were Likert scale questionnaire, OQPT Test and Quiz Sheets. All in all, with regard to the outcome of this research, students play an important role in their learning and evaluation process.
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