Abstract
AbstractThis article explores the potential correlation between key aspects of the creative process and the requirements of GCSE Art and Design Specifications as determined and defined by stated assessment objectives. It considers approaches that might be employed to more effectively establish a link between pupils’ creative endeavours and their necessary evidencing of attainment in respect of these objectives. In order to illustrate and amplify this enquiry reference is made to specific examples of candidates' work that was selected by the Assessment and Qualifications Alliance (AQA) to exemplify and disseminate GCSE Art and Design standards for teachers in 2006. It concludes with a set of implications for consideration.
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