This study reports the effectiveness of self- and peer-assessment in improving students' learning experience. Students in a group of four were required to submit two self-assessments, one after the first submission and the other during the final submission of the assignment. An anonymous assignment was then given to each group for a peer-based assessment. Students were asked to respond to the comments given in the peer-assessment and were given the chance to revise their assignment before the final submission. The results show that both self-and peer-assessments were perceived as enabling students to become more critical, work in a more structured way and think more deeply. Peer-assessment was especially highly regarded, as students felt they learned more from the given feedback and became analytical after the peer-assessment. Although most of the students felt that both the self- and peer-assessments were time consuming, they would love to have peer-assessment in their future assignment.