Identifying Exemplary Criteria to Evaluate Studio Products in Art Education

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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