This paper reports on research in student self-evaluation processes. Student self-evaluation requires judgment of the "worth" of one s performance and the identification of strengths and weaknesses with a view to improving learning outcomes. Research was conducted at three sites: an Australian country secondary school; a suburban London (England) further education college; and an inner city high school in London. The study identified two broad types of student self-evaluation processes. The informal processes were integrated into the teaching and learning practice quickly, verbally, and pragmatically. The formal processes were more paper-based with a tangible outcome that was used for evaluating the student s progress. Analysis of both types of self-evaluation identified several elements: use of criteria, teacher-student interactive dialogue, and ascription of a grade. In order for student self-evaluation to take root and flourish, the following supporting factors were found necessary: pedagogical change, a shared value system between students and teachers, and a school-wide evaluation ethic. The constraints on student self-evaluation were lack of time, the paucity of professional development and support for student self-evaluation, and the change process itself. The intended learning outcomes for students included: independence in their learning, responsibility for decision making related to assignments, proactivity, and creativity in taking charge of their own work. The findings of the research indicated that despite the constraints mentioned, where student self-evaluation was implemented and supported, it was possible to see an empowering impact on students. (Contains 11 references.) (ND)