Assessment is not just a hot topic, it is gaining momentum, and is arguably dictating the culture of many of our institutions. Therefore, it was no great surprise when the benefits and detriments of assessment in art education emerged as one of the top journal theme options during The Caucus on Social Theory and Art Education’s annual meeting at the National Art Education Association’s convention last spring. Certainly our chosen theme is timely, and the voices in this volume provide a diversity of perspectives and lenses for examining and deconstructing assessment on multiple fronts.


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