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Popularized by practitioners of process writing, peer-review is a common practice in composition. However, while peer-review is common, studies on other forms of student-led assessment are less prevalent. This small study explores how the expansion of student-centered assessment strategies affects student understanding of the writing process. Centered on rubric development and its implementation through peer-grading, this study utilizes surveys and classroom observations within two second-year composition courses at a university in New York City to investigate student-led assessment as a potent pedagogical option, adding to literature that explores assessment as an active part of the writing process.
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