The challenge seems to be to figure out what it is that I want to assess. With a standard assessment that might be easier: can students match the name of the Shakespearean character with the play in which that character appears? And although that seems superficial, at least it’s clear. I personally try not to use a “cool” assessment just because it’s cool–I want instead to think about what it is I’m assessing. An article you might enjoy, by two of my former colleagues, is:
Flint-Ferguson, Janis and Janet Youga. “Making Evaluation a Part of the Learning Process.” Journal of Reading 31 (1987): 140-145.