ABSTRACT
Testing is characterized as the early part of this century as teachers and pupils respond in unthinkable ways. Few areas lend themselves so readily to the unquestioned criticism of being subjective as do the assessment and evaluation of art. The argument grows from the stance that however carefully one judge anything artistic because that judgement is personal and therefore subjective, it is not valid in comparison with other judgements. In some other countries cultures art education clearly has a different emphasis. There are also questions of how reliable or credible assessments and evaluations, what their function is and how one should arrive at judgements. Evaluation particularly focuses upon people own teaching though of course people evaluates children's progress in terms of achievement. Evaluation enables the teacher to reflect upon a session, programme of work or period of teaching. Through evaluation an attempt is made to identify the effects and effectiveness of teaching and assessment is a necessary part of this.
