Abstract: This study investigated the impact of an online benchmark-based self-assessment model on student writing. Forty-two undergraduate students participated in this study. Each student first made a draft of a writing project and then followed a sequential process comparing the draft to the rubric and other writing examples. This was coupled with teacher and peer input with in-class discussion. All these actions helped students generate inner feedback to improve their draft projects before the final versions were evaluated. The results of a paired sample t-test indicated significant improvement in the completed projects as compared to their draft versions. An open-ended student survey revealed their recognition of the benefits received by participating in the self-assessment project. It was also noted that not all students felt confident or comfortable while conducting a self-assessment.