This article discusses feedback methods for the enhancement of collaborative learning. It presents results of an exploratory study in which self- and peer-assessments were applied in order to provide students with feedback regarding their perceived individual learning involvement in the collaboration process of face-to-face and face-file-face group work assignments. Results indicate that learners judge the value of self- and peer-assessment as a feedback tool in an ambivalent manner. On the one hand students consider it to foster orientation regarding their own learning behavior and therefore a means to facilitate meta-cognition; on the other hand they often mistrust its validity and reliability. Despite this ambivalent valuation of the didactic value of peer- and self-assessment it is argued that an important benefit of using this evaluation method lies in the fact that it provides insights into group processes, which are oftentimes invisible (face-to-face group work) or difficult to discover (face-file-face group work). From the perspective of learning coaches or instructors self- and peer-assessment could and should therefore be seen as an instrument a) to detect characteristics of collaboration processes, e. g. social loafing and b) to use this kind of information to build up learner profiles, which can be introduced for instance to support group formation processes in prospective work assignments. Thus, self- and peer-assessment should not only be regarded as an instrument to foster self-evaluation and reflection but also as a tool for the enablement of instructional support on group level. The results of this exploratory study lead to considerations on how to facilitate giving and analyzing peer- and self-assessment with the help of tools such as virtual learning environments. (Contains 9 tables and 4 figures.)