In the context of the modern economic model, assessment and development of students’ structural knowledge should become an integral part of the general assessment policy of any higher education institution. At the same time, this should be done with prudence because new trends in higher education (e.g. mobility of students, employment during study time, availability of learning resources on the Web, etc.) have led to a situation when students’ structural knowledge mostly likely is fragmented and full of misconceptions. This could reduce the effectiveness of collaborative self- and peer-assessment methods that nowadays are considered to be the main tools of formative assessment, which targets promotion of students' self-regulation, reflection, autonomy, and responsibility for learning. Therefore, before it would be recommendable to assess and develop students’ structural knowledge on a regular basis by using for this purpose collaborative self- and peer-assessment methods, it is necessary to understand if the application of these methods improves the quality of students’ structural knowledge. The paper presents the detailed description of the repeated measures design experiment conducted with the aim of studying the influence of four collaborative self- and peer-assessment methods on the quality of students’ structural knowledge.