In this study, we assessed small and large group discussions and repeated writing assignments with the intent to objectively measure the values of these learning pedagogies. We crafted a model where students researched a question, formulated a written answer, discussed it with their peers, and revised their answers. Then, we did it with repetition to provide practice and experience. Improvements in understanding due to discussions were measured at 12%, while improvements of writing skills increased 29% during the course of the semester. Because we carefully structured the methodology and intent of the assignments, we suggest the assessment data could be used for quantitatively measuring student learning. (Contains 7 tables and 1 figure.) [Note: The publication year (2009) shown on the PDF is incorrect. The correct publication year is 2008.]