Educational accountability underscores the need for reliable assessment to support innovations in curriculum design, instructional methods, program funding, and the evaluation of student achievement. The last of these is perhaps the most essential and meaningful function that assessment can have for art teachers. Day(1985) has remarked that, in his experience, many art teachers assign grades based on qualitative standards of judgment that are highly subjective. For these teachers, “the basis for evaluation and grading is the teacher’s judgments of the quality of students’ art products”(p. 239). Stake(1973) argues that assessment methods that are highly subjective, although useful, may not be very legitimate.