Self-assessment at tertiary level is a critical pedagogical and assessment tool to support students in their transition to professional careers where on-going learning and assessment is required. Beyond the safety-net of course content, external assessment and pre-determined criteria, novice professionals need to find ways to self-assess their on-going learning outside of credentialing environments. Self-assessment involves students' critical reflection on their knowledge, understanding and application of skills towards an activity, and is associated with goal setting. It supports learners to "know thyself" in establishing their role and identity as a professional, encourages a deeper approach to learning and is a powerful means to develop their ontological sense of professional self. This paper analyses the role of self-assessment in a professional programme within an education faculty, and explores how students can utilise their understanding of course content as a means to develop their reflective practice to inform their professional self.