The Impact of Formal Assessment Procedures on Teaching and Learning in Art and Design in Secondary Schools

Abstract

Abstract Assessment is widely considered to be the most significant issue affecting art and design practice at secondary level. The article begins with an historical overview of developments in and critiques of assessment procedures in England, Wales and Northern Ireland since the inception of GCSE examination. This is followed by a report of an attempt to carry out a systematic review of research on the impact of assessment on the art and design curriculum in secondary schools. Author conclusions and findings from eight studies subjected to in‐depth analysis are discussed together with the implications of the review exercise for art education policy, practice and research.