This study investigated the efficacy of the Beyond Rubrics Toolkit (BRT) as an embedded assessment instrument within makerspaces. Conducted as a pilot study at two Boys & Girls Club sites during afterschool programming, the research aimed to address the following research questions: (1) What skills are Youth Development Professionals teaching and assessing through makerspace programming? (2) How is learning currently assessed in the BGCS makerspaces? (3) What is the Youth Development Professional's perception of the Beyond Rubrics toolkit as a method to assess learning in the makerspace? (4) How would the Youth Development Professionals characterize the student learning being assessed via the BRT? (5) What parts of the toolkit did Youth Development Professionals find the most useful for assessing skills taught during makerspace activities? Data collection methods encompassed pre- and post-participant interviews, participant journals, observational field notes, and BRT evidence collection templates. The findings revealed challenges in seamlessly integrating the BRT evidence collection tools into maker activities, with an overall perception that they were regarded as an add-on rather than an integral part of the maker activity. Despite the challenges encountered, findings suggested that increased support and training with the BRT evidence collection tools, could enhance documentation of club member's understanding and use of the Maker Elements, therefore enhancing assessment within the makerspaces. The study also underscores the importance of developing assessment instruments tailored to informal learning environments like makerspaces. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]