Most of the assessments given during this project were student self-reflections or peer feedback assessments. While I originally intended to use these assessments mainly for gathering data about the impact of the project, the students frequently remarked that they found the activities to be helpful. Many students said that they gained a better understanding of their own thinking by completing the self-reflections. Students also frequently mentioned that they enjoyed giving and receiving feedback from their peers and that they found value in seeing the work of other students. Based on these responses from my students, it appears that the self-reflection and peer feedback activities are actually an essential part of the project.
The handouts for these activities are actually very simple. However, I have linked them below. Feel free to use and modify them as you see fit.
Peer Feedback Forms:
Self-Reflection and Peer Feedback Data
Here is some basic data from the student self-reflections and peer feedback assessments. I've included more thorough explanations of the data and results on the Research page.
Other Assessments and Results:
In order to better gauge how student reading comprehension levels were affected by this project, the students completed an assessment with questions adapted from items 1, 2, 3, 5, and 7 of the California Assessment of Student Performance and Progress ELA Practice Test Scoring Guide Grade 11.
You can find a PDF copy of the entire practice test guide here.
I have also included some general data about project end product completion rates for my English Language Learner and Special Education populations.