The present study of learners’ self-assessment during the initial training of nurses and primary school teachers extends an article published in a previous issue of the journal Mesure et évaluation en éducation (vol. 23, n° 2-3, 2000). The current research concerns analysis of the self-assessment conceptions of trainers who act in the context of institutional reforms and who pay close attention to train their students to be future reflective practitioners. The contribution presents the first results from a Q-sort analysis and from semi-structured interviews.