In Project AIM, we focus on the assessment of student learning. For each individual unit design, we create unique rubrics and think of them as rich descriptions of quality. We create these rubrics along with classroom teachers and with the students, a process infinitely more meaningful than traditional "grading".
Each teaching team in Project AIM collects a variety of evidence of learning, not only student artwork, but journals, quotes, and unit plans. This collection of artifacts becomes a case study capturing impact and telling the story of the learning process.
Documenting the residency becomes a source of ongoing reflective practice for the teachers and artists. It is a formative assessment practice allowing the Project AIM team to grapple with challenges and re-shape instruction to respond to the individual and collective learning needs of the students. Students are actively immersed in and led through a reflective practice of their own, through reflective conversations about their ongoing work.
We encourage Project AIM teaching teams to thinking of rubrics as a road map rather than an endpoint. The rubrics should describe work at the varying stages of quality and allow students to chart their progress. In a Project AIM classroom, students learn that art-making is a process - an often messy one-filled with thoughtful reflection and ongoing revision. This process serves students beyond the arts classroom, preparing them for a future where creative solutions are required.