Peer review is a common practice in writing studies. However, while there is considerable research on peer review, pedagogical studies on other forms of student-led assessment strategies are less prevalent. This study investigates the expansion of assessment practices into student-led rubric development and peer grading, focusing on their effect on student understanding of the writing process. Utilizing surveys and classroom observations in two second-year composition courses at a university in New York City, this study investigates student-led assessment strategies as a potent pedagogical tool, adding to literature that explores assessment as an active part of the writing process.