ABSTRACT
Introduction Assessment is a key issue in contemporary educational discourse. It is, rightly, of concern to pupils, teachers, senior leadership teams, Ofsted, parents and carers, the media, local and national government. But, even with all this attention, sadly what this does not mean is that teachers have a wealth of materials upon which to draw, or expertise in assessment involving the arts upon which to call. Indeed, there are signifi cant issues in the arts with regard to assessment, with a whole spectrum of opinions as to the utility (or otherwise) of assessment in the classroom.
