This daily assessment and check-in process is designed to be ongoing and ensure that each student is progressing through their project in a manner that is productive and meaningful. Because the teacher acts as a facilitator in this course, the daily check-in is crucial to ensuring the teacher’s role remains effective. The teacher should walk around the classroom to check in with all students and groups, providing immediate feedback and guidance as needed. Through these daily meetings and check-ins, the teacher can provide individualized support and guidance to each student, helping them to develop a sense of agency and ownership over their learning. This assessment fosters a supportive learning community, where students are encouraged to collaborate and problem-solve together.

Students evaluate and provide feedback to one another throughout the project-based learning process. Regular peer-to-peer feedback sessions allow students to share their work and receive constructive feedback from their peers. These sessions can occur at various points in the project, including the midpoint and final stages. By providing feedback to one another, students see their work from new perspectives, learn from their peers and improve their overall learning outcomes. 

These sessions not only develop students’ critical thinking skills but also build a supportive and collaborative classroom culture where students learn from one another. Additionally, these sessions allow students to reflect on their progress and refine their ideas to make their final projects even better.

At the start of each project, students are asked to use their journal to brainstorm ideas, outline their plan of action, and set goals for themselves. Journaling helps students stay focused and motivated as they work towards achieving their goals. Throughout the projects, students continue to use their journals to reflect on their progress, make notes about what is working well and what is not, and adjust their plans accordingly. At the end of each project, students are asked to write a final reflection in their journals. This reflection is an opportunity for students to look back on their learning experience and evaluate their progress. Students may be asked to discuss what they learned, what they found challenging, and what they would do differently in the future. 

This self-reflection helps students develop their metacognitive skills and become more aware of their own learning process. Journal reflections are a flexible form of assessment that can be adapted to meet the needs of individual students.

This is a culminating event in which students showcase their learning and growth throughout the course. Students will work on compiling their portfolio throughout the course, which will include all of the projects they have worked on and parts of their journal reflections. This portfolio is a representation of their learning journey and provides students with a sense of ownership and pride in their work. At the end of the course, students will participate in an exhibition of these portfolios. This exhibition can take many different forms, such as a gallery walk, an open house or a presentation. The community, including parents, teachers and other students will be invited to attend and see the work that students have done throughout the class. During the exhibition, students will have the opportunity to explain their work, reflect on their learning process, and answer any questions visitors may ask. 

This exhibition is a valuable experience for students as it provides them with an authentic audience for their work, which can increase their motivation and engagement. It also allows the community to see the value of the work being done in the class and can promote a deeper understanding of arts education.