Educators in the visual arts and other disciplines have long been advocates for portfolio development and assessment strategies that showcase advanced high school students' highest levels of achievement as well as their longitudinal growth in authentic ways. At the time of this research study, Advanced Placement (AP) art teachers in three experimental schools were trained in the delivery of the Internationale Baccalaureate (IB) Art/Design program, parents and students consented to IB treatment, IB curricula and evaluation criteria and scoring rubrics were delivered up front, and the use of IB criteria and rubrics was required throughout the yearlong process of portfolio development. Data from student self-assessment and teacher assessments were collected at the end of each quarter. In this way, the IB assessments were employed as formative and summative assessments. This White Paper provides examples from the study of student comments and teacher responses for specific criterion in relation to scoring of the levels of achievement ranked 1-5. Written evidence in the student comments and teacher responses indicate that during the first and second quarters, students and teachers were trying to gain an understanding of what was meant by each criterion and rubric description. Assessment White Papers for Art Education is a collection of essays that teach about current and established assessment practices and theories, and how they are relevant to all of the National Art Education Association's membership. This series offers a starting point for NAEA members--across all levels--as well as parents, administrators, and the general public to understand assessments' applications to art education.