Each of the three assessment methods required advanced preparation:

It was important to me that the student-led conferences were just that, directed by the student

according to their specific, self-perceived needs and their individual intent.  Further, I wanted

to avoid any chance that my personal writing style would unduly influence the development of

their unique voice.  To try and promote this end, I developed a pre-conference questionnaire that

was designed to help the students guide the conference to meet their individual goals as writers.

The development of the holistic rubric involved examining a number of existing rubrics, identifying the outdated terms employed in those rubrics, and combining aspects of the existing rubrics with both my goals for the assignment

              as well as the qualities of effective writing identified in my research.

               Finally, in order to maximize the multi-peer conferencing process, I designed a guiding questions sheet to help   

               students focus on providing one another with meaningful feedback.