International Journal of Art & Design Education

Guidelines for Evaluation and Assessment in Art and Design Education 5-18 Years

Volume 9.3   1990



Teachers involved with art, craft and design education sometimes feel that the evaluation and assessment of children's work inhibits creativity, personal responses and individual development. If evaluation is based upon arbitrary external criteria this will sometimes be the case, but if it is seen as an essential part of the process of education it will already be an integral part of the learning strategy. Teachers are continuously involved with evaluation and assessment in both formal and informal contexts. They need to use a range of techniques in order to decide upon the broad curriculum, the detailed syllabus, and the needs of the individual child. The evaluation of all aspects of learning is central to good teaching. Worthwhile outcomes of education can only be maintained and fostered if teachers monitor and evaluate their processes and products. Too often evaluation is seen as examination used to establish the level of failure as well as success. It could be seen as a risky process that could expose weakness. However, all successful teaching depends upon the evaluation of evidence. It is an integral part of the learning process. Many teachers are highly skilled in its subtleties.

Maurice Barrett’s objective is to set down certain guidelines for evaluation and assessment throughout the primary and secondary phases of art and design education. Their purpose is to reinforce good practice and to map out the broad terrain of evaluation and assessment. It is expected that most teachers will be able to identify their own procedures.