One project-based assignment I do with my 4th graders is a totem pole collage project. Here is my rubric for the Totem Pole Project.
Project Objective: Students will be able to design a piece of a totem pole that represents an animal of their choice. Students will use construction paper, scissors and glue to collage their designs. Students will demonstrate an understanding of symmetry and be shown a specific technique they can use when cutting the different pieces of their design in order to keep the design symmetrical. Students will self-evaluate themselves based off of a rubric.
Project Description: Building off of a previous lesson on symmetry, students will watch a video about totem poles as a "spark." Students will then select a particular animal they would like to use as a basis for a totem pole design. They can get an image of the animal itself, or use an image from a totem as reference. On a piece of construction paper, students will have to cut out identical or symmetrical shapes to create a collaged totem pole block. Students will be encouraged to "stylize" the animal - to add in decorative shapes and details that they may not necessarily see in the reference image, or to change and make additions to the totem pole design they are looking at for reference.
Assessment & Feedback: In order to provide feedback throughout the project, I will provide students with the project rubric on the first class, and throughout class time ask the students to assess themselves. Melissa Ghelman mentioned having students self-reflect in a journal entry, but I prefer the in-the-moment discussion with a student as it allows them to immediately get to work on the things they recognize need improving. One way I could closely monitor and track this would be to simply carry around a clip board throughout class and write down the scores the students are giving themselves. If a student has ranked themselves quite low, I can find ways to support that student, or ask a student who's farther along to help out their peer.
At the end of the project, I will ask students to give a final self-evaluation in one color pen, and I will circle my own evaluation in another. The works will be displayed on the wall, so everyone can see each other's designs. Once I have handed back the rubric for the last time, I will ask students to reflect why my evaluation might have been similar or different, and give them an opportunity to ask questions. The feedback they receive with regards to their use of materials and implimentation of different techniques can be transferrable to future projects.