The paper reports the experiences gained from adopting the self assessment strategy during the coursework stage of a Professional Doctorate (ProfDoc). The programme consists of a coursework stage and a thesis stage. To complete units in the former, students are expected to produce a ‘publishable’ paper, primarily to develop the research skills needed for the completion of the thesis. This article discusses the development of assessment criteria for such papers and the approach to implementing criteria assessment. Context-rich case studies are presented which show a variety of lecturer’s and students’ responses to the strategy. These are discussed as well as conclusions are offered on what worked and what did not in attempting to meet the strategy’s objectives, namely to provide developmental assessment and to improve socialising processes.

Keywords: professional doctorate, student assessment, self assessment