The last few years, I have been reflecting on assessment in visual arts, and the impact it can have on my students. In Visual Arts, the curriculum highlights the creative process (experimentation, expression, problem solving), not just the end product that we all see. This makes voice and choice essential during backwards design planning.
In the early years of my practice, I often used checklist or rubric to assess the final product and wrote some anecdotal notes about the process. However, we all know, the end product does not encapsulate the creative process. Real learning takes place during the creation: when a student changes their approach, reevaluates their colour choices or, work through frustrations of using certain materials. These moments matter. They reveal thinking, creativity, and growth.
I have found that by giving voice and choice (with some clear boundaries), students become more invested in the creative process. Students are willing to explore different materials, methods and modes of expression. This leads to deeper and more meaningful reflections. Even small choices made a huge difference.
I personally found that the most effective ways to support voice and choice in Visual Arts was during the reflection process. Asking open-ended questions (e.g., What was your plan? What made you change this part of the plan?) invited students to see themselves as artists. It also helped me to assess growth and intentions in ways I cannot access by simply using a checkbric with their final products.
Of course, voice and choice do not mean that assessment becomes vague or unstructured. Success criteria still matter. Students need to know what they are learning and what success can look like. The difference is that the criteria should leave room for creativity and individuality.
What are your thoughts about assessment in the Arts?
