There are opportunities for learners to peer asses each other in their daily classroom practice. While we believe this is part of a proactive, interactive, and deep learning process, we cannot say that this peer evaluation activity is carried out effectively. This can be attributed to the lack of dialogue between learners in the same criteria. While having a set of evaluation criteria is a possible solution, I thought that if the learners create their own evaluation criteria rather than using those given by the instructors, they would be able to conduct effective peer evaluations. In this study, we will examine the effectiveness of the rubric through the classroom practice of having learners create their own rubrics, and conduct peer evaluation activities.