The ritual of a formal and on-going assessment is something educators tend not to favor, especially since the perception is that it takes away from our commitment to teaching, from our love of teaching.  And yet, in architecture programs, assessment is tacitly done on a weekly basis, especially through discussions of student design work. These often-subjective evaluations are based on the student’s progress, encompassing discussions, Aristotelian critiques, and suggested paths to improve and overcome any stumbling blocks in order to have them make substantial improvements.