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The present paper is inspired by the scarcity of research into the practical implementation of peer assessment in Serbian EFL classrooms. Hence, the study explores the attitudes of Serbian EFL teachers and learners on peer assessment and compares the results of an assessment experiment in which the teachers and students had the task to assess speaking performance according to the predefined speaking assessment guidelines. The research consisted of three parts. The first part included 112 teachers taking part in the questionnaire, while the second part comprised 130 primary and secondary students filling in the relevant survey. The third experimental part involved 24 students and 15 teachers as evaluators, and 5 students as presenters, i.e. the assessed speakers. The results showed generally positive attitudes towards peer assessment both among teachers and learners, with certain reservations underpinned in the study. The assessment experiment results point to the overall agreement of teacher and learner scores, which emphasizes the importance of peer assessment incorporation as relatively reliable classroom assessment practice

Serbian EFL teachers and learners' attitudes to peer assessment and the comparison of teacher and peer speaking assessment scores