With the new paradigm shift witnessed in education, formative assessment has become the focus of research. As far as EFL is concerned, self-assessment has increasingly gained much attention. There is ample evidence that self-assessment is an effective learning and pedagogical tool that enhances students’ learning and improves classroom instruction. This may be applicable to the Algerian context, but it is evident that theoretical considerations may differ greatly from actual classroom practice. In fact, the development of this process depends on many factors among which attitudes and beliefs play a prominent role. In this concern, considerable research has been conducted to investigate students’ and teachers’ beliefs about self-assessment, but little is known about students’ and teachers’ attitudes in Algeria. The current study attempts to address this gap in knowledge by exploring Algerian students and teachers’ attitudes about self-assessment and evaluating the degree to which their conceptualisations affect classroom assessment practice. Specifically, the study involves EFL students and teachers at the University of Bejaia, Algeria who completed a self- administered questionnaire in which issues related to their attitudes and experiences about assessment in general and self-assessment in particular are addressed. The results help us to get insight into students’ and teachers’ beliefs and attitudes and identify the limitations associated with the implementation of this type of assessment. Subsequently, the investigation comes up with significant pedagogical implications on how to integrate self-assessment into EFL instruction and enhance its effectiveness.