This study aims to explore preservice language teachers' views on the use of peer and selfassessment techniques and also to investigate whether there is a correlation between peer/selfscoring and teacher scoring. In data collection, both qualitative and quantitative research approaches were utilized. SPSS was used to analyze quantitative data and thematic analysis was employed to analyze the qualitative data. Twenty-one pre-service language teachers participated in the study by first carrying out peer assessment for midterm exam and then self-assessment for final exam. The scorings of both assessments were compared to teacher scoring. The findings showed that the students scored both their peers and themselves in a similar manner as the teacher did, and therefore, both assessment scorings were revealed to have a high correlation with teacher assessment scoring. Qualitative data involves mostly benefits of this process and depicts that the participants favored self-assessment over peer assessment. This study has clear implications for the curriculum designers, classroom teachers, and researchers.