Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a microteaching setting. Using 20 pre-service teachers' post-microteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their own MT. The findings indicate that pre-service teachers find both peer and lecturer feedback useful in terms of identifying their strengths and weaknesses as well as providing incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on self-knowledge. The findings reaffirm the importance of peer and self-evaluation in teacher education.