A study investigated whether a teacher-pupil conference could serve as a vehicle for gathering data from children on the self-assessment of learning. The "Worksamples Interview" (a 10-item questionnaire that focuses on different dimensions of children's work) was used with 93 children in Years 4, 5, and 6 in one school in a large city in Australia. Children selected work samples from their own collections that represented particular features and provided explanations and self-evaluations. Results indicated that: (1) the children reflected on the features and provided both cognitive and affective evaluations; (2) a developmental trend was evident in many responses; and (3) although no difference was found on the Total Worksample Interview Score between good and poor readers, the Total Score did correlate with scores in tasks assessing strategic reading, attitudes toward school, and literacy habits outside school. Findings suggest that the Worksamples Interview taps metacognitive abilities related to strategic and motivated literacy learning. Findings also suggest that the Worksamples Interview holds promise as an assessment tool that teachers can use in conference settings with artifacts, performance assessments, and portfolios. (Three tables of data are included and the Worksamples Interview is attached. Contains 13 references.) (Author/RS)