Assessment process always has been one of the most important challenges which every educator encounters to, during his/her teaching experience. This challenge is more serious in courses like writing which intrinsically supposed as being connected with talent and sometimes the judgment of educator about students’ works in assessment process is attributed to her taste rather than preplanned assessment criteria.

Solving this problem, we decided to encourage our students to contribute in determining the writing assessment criteria. Based on years of teaching experience in both primary and secondary school, we clearly saw that this cooperation not only increases the students ‘commitment to writing criteria, which finally eventuates in improvement in their works, but also enhances students’ satisfaction level of writing assessment process.

Achieving this goal, we implement one of the most reputed Synergogy Methods, i.e., PJD, in order to temp students to cooperate with us in determining the writing assessment criteria. In this method learners first study how to develop and apply appropriate criteria for judging performance on a skill, such as writing an essay, giving a speech, or constructing a tool. They test their cooperatively developed criteria on a product produced anonymously by someone else. Then the learners are assigned the task of creating their own product for other members of the team to review.

This assessing method was developed in our writing classroom year after year, and finally not only hailed by all writing teachers in our school, but also formed and presented in a series of workshops performed as an impartible part of on-service writing teacher training program in Iranian national writing assemblage.

How can we make an agreement on writing criteria with our students and how much PJD method benefits us in this process? What is the long-term effectiveness of this cooperation on students’ improvement? To what extent does this model ease the assessment process in writing classroom? These kinds of questions will be answered in this article via presentation of a 15-year teaching experience in our writing classes.