Abstract
Abstract This chapter examines the effect of the movement for accountability in education on art education—the push for national standards and reliable and valid forms of assessment in art education. The chapter examines the emergence of national and state standards for art education and the various approaches to assessing learning in the arts both in the United States (National Assessment of Education Progress, Discipline-Based Art Education, Arts PROPEL, and Advanced Placement) and abroad (International Baccalaureate and the portfolio method used in the Netherlands). Assessment of learning in art is far more highly developed in European countries such as the Netherlands than it is in the United States, and countries with authentic assessment systems also have more rigorous forms of art education than those in the United States. What has been done in other countries could be done in the United States—if there is a will. But improvement in assessment practices makes no sense without improving the rigor of art education.
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