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The present study aimed to analyze the results of multiple evaluation of microteaching lessons delivered by pre-service English teachers in teacher education program in Seoul. With the inclusion of teaching performance test in teacher employment process, the importance of microteaching has been more emphasized than before for the preparation of student teaching. 33 pre-service teachers performed a fifteen-minute peer microteaching practice and turned in lesson CD, lesson plan, self-evaluation, and peer evaluation. Three Korean professors teaching EFL practicum courses evaluated all of the students’ microteaching with the same evaluation sheet. The results revealed that high inter-rater reliabilities among the rater groups(professors, self and peer assessment groups) were not achieved, with self-assessment most severe and peer assessment most generous. Even so, all of the assessments were predictably inconsistent and their ratings showed differences in severity Nor did students’ English proficiency affect overall assessment of microteaching. It can be concluded, therefore, that multiple evaluation including self-, peer and professor assessments would be conducive to both valid assessment and balanced development of microteaching skills in English teacher education program.

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