Peer-to-peer assessment, take-home exams and a mathematical modeling survey were used to monitor and assess students' attitudes, skills and competencies in mathematical modeling. The students were all in a secondary mathematics, teacher education program with a comprehensive amount of mathematics studies behind them. Findings indicate that peer-to-peer assessment is a fruitful way to introduce discussions about assessment of mathematical modeling, and of developing qualitative grading criteria for grading take-home exams. An internationally developed mathematical modeling survey was used as a final course-grading instrument.