The study is aimed at investigating the impact of self- and peer-assessment on students’ teacher efficacy and satisfaction in lesson planning at a university foreign language pedagogy course. Four self- and peer-assessment sessions for developing pedagogically sound lesson plans were held for 7 weeks. Nineteen students participated in the study. A student questionnaire was collected to see if self- and peer-assessment affected students’ teacher efficacy twice in weeks 1 and 7. In addition, in-depth interviews were conducted to understand students’ perceptions of self- and peer-assessment in terms of its benefits and room for improvement. The research revealed the findings as follows. Firstly, there was a statistically significant impact of self- and peer-assessment of lesson plans on both domains of teacher-efficacy: personal teaching efficacy and teaching outcome expectancy. Secondly, students found self- and peer-assessment satisfactory and useful when building lesson plans. Thirdly, themes for benefits of self- and peer-assessment were ‘objective perspective,’ ‘heightened insight,’ and ‘reflective thinking.’ Lastly, two themes for room for improvement in peer-assessment were ‘offering positive feedback’ and ‘working on the same period.’

I. Introduction
II. Theoretical Background
    1. Self-Assessment
    2. Peer-Assessment
    3. Teacher Efficacy
III. Research Methods
    1. Participants
    2. Class Procedure
    3. Data Collection
    4. Data Analysis
IV. Research Findings and Discussions
    1. Quantitative Analysis
    2. Qualitative Analysis
V. Conclusion and Pedagogical Implications
References

• Kyong-Hyon Pyo(Professor, Dept. of English Dankook University)