Although the literature abounds with studies on self and peer assessment, there are only a few studies examining the impact of gender and previous experience upon these assessment approaches. In this context, the study performed an application of self, peer and instructor assessment in the science teaching course at a university. The study examined the relationship of students' genders and their previous experience with self/peer assessment with the scores they obtained from the application. The results of the application demonstrated that female students received significantly higher mean scores than male students in all score types in terms of the gender variable (scores from peers, scores to peers, self and instructor scores). There was no significant difference between the students' scores with regard to participation/lack of participation in a previous self and peer assessment application. (Contains 4 tables and 2 figures.)