I often embedd the rubric information into content delivery and have examples of different levels of work. Students have a copy of the rubric and self evaluation is used as formative assesment. Students provide self evaluation first, I then discuss with them what I agree with and why, what I disagree with and why, adding feedback as neecded that the student may not have included in their self assesment. "if the student needs priming to self evaluate, I ask "what do you like? What do you think went well? What do you think can be improved?" Asking the question "What are you going to focus on during your next attempt?" When the next attempt shows improvement "What did you do different? What do you think contributed the most to the improvement?'
I find an embedded rubric frequently referred to with self assesment is an effective tool to create a sense of importance and relevance of the information and helps reduce the student perception that the work is nothing more than busy work. More importantly, I think it helps the student develop tools of self learning and how to learn that will benefit them in all aspects of their lives.
