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Abstract
Assessments have become commonplace in every art program in the country. They depend on guidelines we often call “criteria.” Beattie (1997) described “criteria” as “characteristics of something by which its quality can be judged or a decision about it [the quality of the object] can be made” (p. 4). Art teachers routinely struggle to identify criteria that capture the essence of what they teach and what students' artwork attempts to accomplish. Do exemplary criteria exist? Can they truly capture what art products are about?
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Notes on contributors
F. Robert Sabol
F. Robert Sabol is Associate Professor of Art Education, Purdue University, West Lafayette, Indiana. E-mail: [email protected]