ABSTRACT
The aim of the present study is to articulate implicit criteria used by teacher educators and professional artisans to assess expertise in craft and design. The research questions are these: (1) How do two teacher educators and an artisan assess portfolios in metalwork consisting of finished products, sketches, and interviews about the working procedure? (2) In the view of these assessors, what distinguishes novices from experts (including professional craftspeople) with regard to how they address their tasks (processes) and succeed in them (products)? (3) To what degree do the two professions (educators, artisans) agree in their assessment of what constitutes expertise? (4) What dilemmas are there to be balanced in the assessment of craft and design?
