The assessment of student learning is one of the most important aspects of the educational process. It helps those who are involved in learning and teaching judge the level of achievement of learning outcomes and their appropriateness to student skills and capabilities. The traditional assessment system, derived from the perspective of the teacher only, does not help to measure all aspects of student learning. To address the problems of the traditional system, alternative assessment approaches have emerged. These promote the active participation of students in the assessment process and, by increasing their awareness of the assessment criteria, improve and develop the quality of learning (Gibbs, 2010; Price, Carroll, O’Donovan, & Rust, 2011; McKevitt, 2016). The present study aims to assess the improvement of student learning performance using two types of alternative assessment approaches: self-assessment and peer-assessment.