Teacher education is an active area blamed to inadequate impact on teachers’ practices. Hence, it is agreed that traditional teacher education programs need a change in a way that helps pre-service teachers to be familiar with real and good classroom practices (Roblin& Margalef, 2012). Samuels and Bets (2007) argued that self-assessment is a way to orient teachers to understand good practice. Besides that self-assessment is also an effective procedure which allows the learners are aware of their strengths and weaknesses of their learning process (Hodgson& Pyle, 2010). Additionally, self-assessment also provides more qualified dialogue between learners and instructors because learners have detail information about educational goals (Orsmond, et al., 2000). Researchers argued that self-assessment should also be relevant to learners’ judgments of themselves about their capacity to do a task (Coronado-Aliegro, 2007). Person’s answers to the question of “Can I do this task”, in other words judgments of oneself to do a task refer to person’s self-efficacy beliefs (e.g. Pintrich& Schunk, 2002). Different from outcome expectations, self-efficacy beliefs include people’s feelings and emotions for a coming situation (e.g. Bandura, 1977). In brief, learners’ perceptions about how well they organize required activities for an unclear situation, refers to people’s self-efficacy beliefs (e.g. Bandura, 1977). For this reason, self-efficacy directly effects people’s decisions about whether do they engage in the coming activity, and if they engage, how much effort will they show to complete the task (e.g.Bandura, 1977). According to the some researchers; self-assessment procedure is one of the factors that affect students’ self-efficacy (Olina & Sullivan, 2002; Coronado-Aliegro, 2007; Alaba Adeyemi, 2012). On the other hand, some researchers suggest no relationship between self-efficacy and self-assessment (Cassidy, 2007). Despite all, research on self-assessment and self-efficacy are scarcely available (Cassidy, 2007). Through the mentioned literature above, the present study aims to investigate the relationship between self-assessment and teaching science efficacy in pre-service science teachers. In this study therefore, the following research questions will be asked:

1. Is there a relationship between self-assessment and teaching science self-efficacy in pre-service science teachers?
2. What do pre-service science teachers think about the effect of self-assessment procedure on their teaching efficacy beliefs?

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