Abstract
The proposed educational reforms of the past decade were reviewed, as they relate to visual arts education, and examined for their relationship to an accountable stance in the areas of programs, student learning, and teaching. Findings indicate that progress has been made in terms of the theoretical rationales and the level of specificity with which art education programs are justified. Progress has also been made in assessing teaching performance. Little progress has been made in assessing student learning. Overall, art education is in a poor state in terms of well-developed tools and procedures to assess programs, students, or teachers.
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