Perceptual (Mis)Matches between Learners' and Teachers' Rating Criteria in the Iranian EFL Writing Self-assessment Context.

This article explores the perceptual mismatches between Iranian English as a Foreign Language (EFL) learners and their teachers in the context of self-assessment of writing. The study found that providing learners with rating criteria can reduce perceptual mismatches and promote a more democratic classroom assessment. The text discusses the importance of self-assessment, the need for a common understanding of assessment criteria, and the benefits of involving students in the development and application of rubrics. The study also found that involving students in the assessment process and providing clear criteria can improve their understanding and accuracy in self-assessment. The document provides a list of references for further research on perceptions of feedback between students and teachers in English writing courses. [Extracted from the article]