Background and Aim: University is an institution that can help educate future managers and human developers through teaching science-trained learners. Students' assessment in the field of sciences is one of the ways to examine the effectiveness of different teaching methods and learners. The purpose of this study was to evaluate the self-assessment of students from their learning curriculum with teacher's assessment.
 Materials and Methods: In this descriptive-cross sectional study, 41 undergraduate students of environmental health, Faculty of Health, Lorestan University of Medical Sciences, were selected in two different educational levels in the 2014-2015 academic year. After dividing the medical parasitology course into four parts, the methods of self-evaluation and evaluation of the teacher were investigated together and the results were analyzed by means of mean, standard deviation, correlation coefficient and significant level.
 
Results: Statistical analysis showed that there is a significant difference between self-assessment of students with the points assigned by the teacher for the paradigm lesson only in the first part of the lesson and in the first semester students (p <0.05), and in other respects the relation of the student's evaluations with the teacher's assessment is relatively straightforward.
 Conclusion: The direct relationship between these two types of evaluation suggests that it is possible to replace self-assessment of students with their own learning rather than routine evaluation methods that are time consuming, costly and anxious. Faculty members of the universities can use this method to assist the faculty in their education and, after eliminating the deficiencies, provide an appropriate assessment method.