Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called "self-assessment." Student reactions, captured via file cards and reflective journals, constituted evidence for final "self-evaluation," the summative component of self-assessment. The implementation of a self-evaluation protocol in a science methods course provided the focus for a descriptive and interpretive study in which Foucault and feminist theories of power and knowledge provided the analytical structure for examination of themes of surveillance, discipline structure, and criticality that must be examined if self-evaluation is to support people learning to teach. (Contains 1 figure and 2 tables.)