How good are your students at assessing the quality of their work? Do they understand and act on the feedback you provide? I’ll wager that some students do. But the rest—they don’t know if what they’re turning in is good, not so good, or what they were supposed to do. If you ask how an assignment turned out, most students are fearfully noncommittal. The verbally confident proclaim that it’s excellent and hope you’ll remember that when you grade it. And this inability to ascertain quality and shortcomings applies to papers, essay answers, proposed solutions to open-ended messy problems, creative performances (artistic, musical, for example), and engineering and architectural projects.