As someone who values collaboration with her students, supports students' ownership of their own learning, and looks for opportunities to increase their critical learning skills, Ce Rosenow finds many benefits to using task-specific rubrics that evolve from class discussion. She explains that this process is ideal for honors students because of their high level of engagement, motivation, and intellectual capability, and that it is especially useful in the two-year college where students are often grappling with what it means to be a college student as well as what it means to be in honors. She concludes that generating task-specific rubrics with her students becomes a means for learning at the beginning of an assignment and not just during assessment at the end; it encourages students to move beyond the idea that everyone evaluates achievement in the same way or that assessment is entirely relative based on the instructor; it affords clarity and transparency about assignments; it increases students' ownership of their learning; and finally it creates more collaboration in the classroom. Rather than providing means to "measure students based on preconceived expectations" or limiting student creativity, rubrics in this process become a tool for enhancing learning and empowering students.