A good beginning for both students and eductors is to invite small groups to evaluate different parts of a class project, each with a provided set of criteria for that part. As each group presents its findings to the class, with their criteria before the class via an overhead projector, the critique can be annotated, then opened up to the class for further notation. The educator then entertains suggestions to minimize frustration, eliminate problems, and emphasize positive components, and takes them under advisement following discussion. When the educator has had time to reflect upon these, the class should hear the accepted suggestions with valid reasonings. The instructor should be prepared to incorporate appropriate suggestions.
Lip service has no place here.
First Step Toward Ownership Instead of handing students a formal research booklet with self-assessment tools at the beginning of the year, select a sequence of concepts for emphasis while planning activities with a teacher. Provide students with helpful aids for each activity. At group exit conferences, have students evaluate these aids, especially those that were the most helpful and why and how. They can also suggest helpful modifications. They project which tools might be most generalizable, or most helpful to them as individuals.