Though self-assessment and peer-rating are believed to be in line with current learner-centered education, there is yet skepticism about the dependability of such appraisals. The intent of this study has been to determine if training with self-assessment and peer-rating questionnaires improves language learners' skill to estimate their own and their peers' language ability. The results of the study are discussed in the light of the effect and amount of instruction, the type of questionnaire, and the mismatch between the schemata of the learner and those of the instructor.
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