This paper reports on a study that investigated students' learning to self-assess oral performance in English by comparing student assessment with teacher assessment. Twenty-eight Chinese students at a university in southern Taiwan participated in the study. The assessment program involved training, observation, evaluation, discussion, feedback, and response, including two weeks of training and 10 weeks of two-cycle assessment. The assessment components were developed by the teacher and students collaboratively during the first week. The criteria included four elements within a five-level scoring standard. Comparison between self- and teacher assessment was analyzed in terms of scores and comments given over two assessment cycles. Results showed that self- and teacher ratings differed significantly in the first cycle of assessment, but were closely aligned in the second. Comments generated by students themselves in the second cycle were more similar to the teacher's, becoming more positive and constructive. A majority of the students favored participation in assessment and considered self-assessment conducive to learning. This study demonstrated that through feedback and practice, participating students make significant progress in learning to assess their own oral performance and that inviting students to be assessment partners helps Chinese students achieve desired learning outcomes.
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