This study aims to investigate the relationship between reflective teaching and teachers' evaluation of students' achievement. The participants in this study consist of fifty EFL teachers of Doroud city. The data for this study was collected via three different instruments, namely questionnaires, observation, and document analysis. First, the participants completed three questionnaires, the first one dealt with some biographical information about participants and their teaching interest. The second questionnaire dealt with the statements relating to teachers' cognitions on their teaching process, (Adopted from Levin, B. (2001)). This questionnaire consisted of some statements checking different aspects of their teaching process. The third questionnaire prepared by Hilisbourugh Colledge is a questionnaire for faculty evaluation of student performance. This questionnaire deals with the evaluation of different aspects of students’ achievement. Following the administration of questionnaires, some random observations were carried out. Data management and analysis were conducted with SPSS software. I also used the teachers' evaluation of students' achievement in the form of standardized tests, submitted by the participants to support the findings from the third questionnaires. The analysis revealed that most of the participants' practices were consistent with their stated cognitions in all aspects. The analysis of the data also revealed that many of the teachers in this study are not aware of the outcomes of their stated cognitions on their teaching process, and consequently, on their evaluation of students' achievement. The results of this study revealed that there is a moderate relationship between reflective teaching and teachers’ evaluation of students’ achievement. The results of this study implicated that the local in-service teacher education and training program should aid teachers in identifying and refining their evaluation of students' achievement, as a means o
