Psychiatrists, especially those working in liaison psychiatry, are in a position to encourage patients who have experienced a serious illness to explore writing as a way of coming to terms with their experiences.

Collaborative models of involving students in the co-construction of assessment rubrics are rare. Inviting students to take part actively in the design of assessment rubrics is one method of filling this research gap, garnering a shared understanding of assessment requirements. Rubrics traditionally are constructed by educators, based on set criteria, in order to streamline grading more cohesively and equitably. But research demonstrates that assessment rubric use is of more benefit to the educator in grading, than to the student in undertaking the assessment task-the educator understands requirements but specific requirements are not clear to the student. Using a multiple case study research approach incorporating a modified Delphi method to gather expert views on rubrics, the study outlined in this paper explores the outcomes of collaborating with creative writing students at the rubric design stage of the assessment process. This paper discusses the rubric co-construction process facilitated by a writing lecturer and a team of students from one university who took part in collaborating and developing a creative writing assessment rubric. The processes adopted to implement this co-construction are reported, the products of which

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