This article explores the place of self-assessment in religious education in the light of general research into self-assessment, particularly as part of assessment for learning. In particular, it analyses the problems of "enculturation" of learners into classroom assessment practice in religious education. The distinction between assessment "of" learning and assessment "for" learning is described and, applied to the distinction between learning about religions and learning from religion. The four types of self-assessment are set out, with an analysis of the challenges facing teachers in getting pupils to apply common current assessment criteria to their own work. Overall, four problems arise from pupils using current assessment criteria. They are identified as: (i) the issue of "plasticity", (ii) the timing of self-assessment processes, (iii) the problem of assessment of affective qualities, and (iv) the confusion between self-assessment and learning from religion. Finally, the implications of these problems for both further research and for pedagogy are discussed.