Ri Dresser presented a study on the implementation of self and peer grading in a Harvard calculus-based introductory physics course. The course relies on research validated pedagogy, incorporating active team and project learning. The accuracy of students' self and peer assessments will be discussed, and the relationship between that accuracy and gender and physics self-efficacy will be explored. Finally, the effect of self and peer grading on students’ metacognitive physics problem solving skills as measured in a randomized control trial will be covered. Ri discussed implications for adopting self and peer assessment schemes in other courses.