Despite the importance of assessment in learning, students are often left out of the assessment process. Self-assessment may be the starting point for students to get involved in the assessment process. This study examined the characteristics of both student and teacher assessments of students` interpretation performances. The study population consisted of teachers and students of a Korean-English program at a two-year graduate school of translation and interpretation. The study asked two questions: (1) Are interpreting students able to produce self-assessments that are similar in grade and content to teachers` assessments? (2) What are the characteristics of student self-assessments when compared to teacher assessments? The study found that although the students` self-assigned grades were similar to those of the teachers, the student self-assessments were not similar in content to the teacher assessments. The study also found that student self-assessments had distinct characteristics which could be complementary to teachers` assessments.