The purpose of this study is to examine the assessment practices of teachers in the visual arts. This examination was not limited to the rubrics, tests, and grading systems present in the classes, but included observations of teacher conversations with students, questioning strategies of both teacher and student, and daily art room activities. The reasons for studying assessment in art education are many: little research exists on the topic; teachers are hesitant to discuss the matter; and policy concerning assessment in art education is lacking. After investigating the assessment practices of three art educators, this study finds that assessment is embedded in the practice of teaching art. These teachers used themselves as instrument of assessment often, and repeatedly relied on micro-assessment practices to understand and appreciate the quality of learning occurring in their classrooms. In addition, this study found that much more time was spent assessing students based on individual standards as opposed to what the state or school may determine to be the best course of learning. This study also suggests that in order to understand the assessment practices of art teachers, it is important to recognize that the act of assessment in the art room extends to be influenced by pedagogical interpretation, understanding of equity, the pace of learning, the use of control, and individual teaching philosophies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]