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Effective assessment approaches, based on constructivist views, receive special attention in current innovations in higher education. These assessment approaches promote integration of assessment and instruction, seeing the student as an active person who shares responsibility, reflects, collaborates and conducts a continuous dialogue with the teacher. Assessment has no longer purely the function of crediting students with recognized certificates but is above all valuable for the monitoring of students’ progress and to support them in improving their learning activities. The emphasis shifts to a representation of assessment as a tool for learning(Arter, 1996; Boud, 1990, 1995; Dochy & McDowell, 1997).

Assessment is an important issue in the current developments towards more studentcentered learning. Students are more responsible for their own learning process and are increasingly regarded as active participants in instructional activities. An assessment approach has to be chosen that is in alignment with the learning goals of students. To realize the implementation of assessment as a learning tool, a number of changes are desirable on different levels in the organization of institutions in higher education-such as the level of the student, the level of the teachers, and the management level. In this article the level of student teachers is addressed. Specifically, the role of student teachers as assessors of their own work and that of peers is investigated. There is an increasing demand for self and peer assessments in teacher training colleges, because these forms of assessment fit in well with the latest view on the education