The purpose of an I-Search project is to actively involve students in their own learning.  With  student centered     learning,   however, comes the challenge not only of engaging students but also that of assessing them.  While the flow of the  phases of the I-Search process addresses the former, it also  addresses the latter in that it provides  opportunities to utilize non-traditional  assessment tools throughout the  process. Just as  students are using the I-Search process to internalize acquired knowledge, so too are they able to further their own  understanding of themselves  with an   assessment methodology  that recognizes and acknowledges their individual learning styles.

           Guideline lists, rubrics, journals,  electronic and hard copy portfolios, checklists, self evaluation, peer evaluation, discussions, anecdotal comments, pre-tests, presentations and reflections are some of the methods that may be used to implement an assessment methodology that is concomitant with the I-Search
process. Students thus have the latitude to investigate and create but they also have parameters which guide and facilitate their learning experiences.

       By incorporating a diverse range of  assessment tools into a student centered project, a more accurate reflection of  a student's cognitive and social  development can be achieved.

        The following table contains links which have been categorized to  assist educators in expanding their assessment repertoire.