In the context of independent learning, self-assessment, be it formative or summative, plays an increasing role in foreign-language teaching and learning. Whereas there is great emphasis on the self-assessment of learners, assessment procedures of teachers are still neglected by most scientists and educational experts. On the contrary, processes of self-assessment of learners are widely recommended, even though the workload of the teachers is quite high. Furthermore, it is dubious if the students, especially younger learners, are able to assess themselves appropriately. In some cases, tools of electronic assessment can be of help, at the expense of personal contacts between teacher and learners and between the students themselves. While the European Language Portfolio, based on the Common European Framework of Reference for Languages, is useful in the context of effective self-assessment, it depends mostly on the learning context and the personalities involved.