A study evaluated to what extent self-assessment is being implemented in those Finnish institutions of general and vocational upper secondary education that were running pilot projects of youth education reform. It explored how student self-assessment is associated with the concept of self-directed learning and reflective expertise and reviewed historical and current perspectives of self-assessment research. The study asked 346 Finnish upper secondary school students to do the following: evaluate the implementation of self-assessment in upper secondary school education, identify the criteria students use in self-assessment, and identify their expectations concerning the assessment reform. Findings indicated that 50 percent of all respondents had received self-assessment assignments. As a part of teaching, student self-assessment was implemented more frequently in vocational courses than in general subjects classes. Students most often compared their learning outcomes to educational goals and to the requirements of their future occupations. The respondents' expectations concerning the assessment reform focused on encouragement, rewards, and equality. They also expected more individual and thorough feedback from teachers than they had received in prior assessments. (Appendixes contain 2 data tables and 35 references.) (YLB)