This study investigated the effects of assessment strategies and self-regulated learning skills on students' learning and perceptions of assessment for learning. The results revealed no statistically significant difference in the immediate skill-based and cognitive learning outcomes, but peer assessment teams scored significantly higher than the other teams in the subsequent collaborative writing process. Significant interaction effects were found in the participants' perceptions of assessment for learning. The findings support the emphasis on assessment processes and long-term learning benefits, and provide further evidence for the benefits of using assessment strategies and the value of learner assessment experience in online environments.