Formative self and peer assessment can generate immediate feedback for students. Such feedback can usefully help students to become self-directed learners. Combining these feedback opportunities with authentic tasks, that simulate real-world practices can enhance students’ intrinsic motivation to learn new skills and better prepare them for future careers. In this session, two instructors from EdUHK and HKBU will share their experiences and best practices in designing and implementing authentic assessments which promote self- and peer-assessment and rich feedback generation. The session will draw specifically upon examples from a foundational music theory course and a capstone course in teacher education. Following the presenters sharing their experiences, they will engage in a discursive dialogue with our facilitator to explore the potential for increased peer involvement in assessment and feedback in other disciplines within Higher Education.