Assessment in a PROPEL classroom is fused with the curriculum. PROPEL assessment includes student self assessment and peer assessment as well as teacher student assessment. It is ongoing and part of instruction. It can be thought of as a guide for students and teachers on their collaborative journey through the curriculum. Assessment methods include (but not limited to) teacher-student dialog, student self-assessment, open discussions, forums for feedback, and opportunities for students to revisit previous projects. The key for successful PROPEL assessment is active participation between students and teacher; the classroom environment is absolutely interactive. PROPEL assessment adapts to the particulars of each classroom environment according to the needs and preferences of the teacher and students. It is important to highlight two aspects of PROPEL assessment that differentiate it from the norm; 1) PROPEL assessment is highly subjective, and 2) It cannot be tied to any other grading system (ie. report cards).

Student Self-Assessment
Because the PROPEL model stresses student ownership of learning, student self-assessment becomes fundamental to the process. Based on the premise that individuals have control over their own actions, whether in behavior or learning, student self-awareness is important to the development of owning personal responsibility. The Arts PROPEL philosophy embraces this ideology. It states, "Art is an important activity; the choices you, the student, make affect the outcome of your work; and, finally, we want to know what you think about the work - your opinion matters, because you are responsible for your work" (The Arts PROPEL Handbook).

Successful student self-assessment is dependent on teacher-student trust. Trust sometimes takes time to develop. It is important the student realizes that his/her self-assessment is just that, their assessment of self; and that their self-assessment does not determine their given grade. For example, a student might begin the term assessing himself high grades, but as trust builds between teacher and student, the student benefits from more honest self-assessments. Honest self-assessment is generally developed over time.

Journals
Students should be encouraged to write in their journals several times a week recording thoughts, dreams, inspirations, challenges, successes and so on. Recordings should include occurances outside of the art class and school. Journals are an optimal place for reflection writings as well. Journal dialog adds a necessary dimension to teacher-student communication; and it functions as an ongoing, informal assessment for teacher and student.

Portfolio Assessment
The keeping of a Process Portfolio is as much a form of self-assessment as it is teacher assessement. Student reviews provide them with valuable reflections of their own strengths/weaknesses and likes/dislikes, contributing to their self-knowledge and awareness. Portfolios show evidence of the students' processes and conceptual continuity between projects. See Process Portfolios for more detailed information.