International Journal of Art & Design Education

Art and Design: Assessment and Public Examinations

Volume 13.3   1994



The familiarity of the various examination procedures sometimes may obscure the basic principles on which they have been developed and there may be value to be derived, from time to time, from reiterating some of these principles. So, when appropriate, I intend to illustrate points by referring to some recent art and design assessment developments and documentation in England and Wales. However I should stress that it is not my intention to argue that any of the British approaches necessarily should be seen as ideal models to be emulated by others: in practice, it is generally recognised that these approaches are far from perfect and all the assessment procedures to which I refer tend to be in an almost constant state of revision and development.