Self-assessment is a formative process where students evaluate the quality of their own work. This paper describes a strategy for using student created rubrics as self-assessment tools to increase student engagement. Initially, the instructor models how to identify criteria for mastery in an assignment. This is followed by students in small groups identifying criteria for mastery in their assignment. These criteria can be used to create either an analytic or holistic rubric. Students use this rubric first to practice the assessment process through peer-review, followed by self-assessing their own work. Students can also choose to conference with their instructor to discuss their feedback as well as reflect on the quality of their work. The student will then apply this feedback to their work prior to final submission.