The article examines the efficacy of self-evaluation and peer appraisal within collaborative application development initiatives among third-year undergraduate scholars at the Durban University of Technology. The research employs a quantitative analytical technique to investigate trends and patterns within student feedback. A Likert scale was utilized to systematically code responses, thereby facilitating the identification of variances between self-evaluations and peer appraisals. The investigation emphasizes the inherently subjective character of peer evaluations and advocates for the incorporation of objective methodologies to augment the precision of assessments. Participants were organized into 27 teams, each entrusted with the development of industry-relevant projects, thereby promoting collaboration and innovation. Data gathering was executed through MS Forms; however, certain students encountered difficulties in accessing necessary resources, which adversely affected survey completion rates. The survey architecture comprised eight distinct categories, each containing three statements, addressing elements such as task ownership, collaboration, and personal development. Data refinement entailed the computation of aggregate ratings as percentages and their subsequent categorization into clusters to elucidate the disparities between peer and self-assessments. The results highlight the critical necessity of aligning assessments with educational objectives to accurately represent student comprehension and collaborative efforts.