The author points out that the practice of art assessment has been a complex task for many art teachers and educators since the past decades, and that, to make improvement in the examination, in general, more than half of the art teachers accepted the assessment of art knowledge and art history in addition to practical examination. From literature review, as the author reported, it is also found that the assessment of students' portfolios was considered a more reliable and objective assessment strategy which helped relieve the pressure of examination. The author concludes that such initiatives would bring about significant changes in the future development of curriculum planning and pedagogy design in Art and Design education.
