International Journal of Art & Design Education

Assessing National Curriculum Art AT2, Knowledge and Understanding: A small-scale project at Key Stage 3

Volume 18.2   1999



In the project described, the students were encouraged to reveal evidence of critical activity in their practical art work. But whilst this provided a satisfactory method for making a formal assessment of a prescribed task, it did just that, and nothing more. It did not provide a method for assessing critical activity in the routinely produced art work which valued spontaneity and idiosyncrasy above this formal evidence of critical engagement. This raises fundamental questions about the relationship between assessment and art education. The real challenge is one which goes far beyond the limited scale and scope of this study: to identify methods of providing valid and reliable evaluation procedures which can perform both formative and summative functions, yet are sympathetic to those indefinable creative qualities which characterise critical, artistic activity.