For years there has been an acknowledged interest in having students assess the rationality of their solutions to physics problems. In fact, many textbooks now routinely include end-of-problem assessments as part of the authors' detailed solutions to examples. Over the past two decades, I have experimented with various forms of end-of-problem assessment strategies for my students in introductory, college-level physics classes. In this note, I will share my observations and recommendations for how this aspect of students' solutions can be productive and valuable for them, while providing insights into the students' understanding for the instructor.