To validate my rubric and refine assessment consistency, I participated in a Subject Learning and Assessment Review, engaging in comparative judgment of students work and my own work in assessing student work, with another educator. Orr (2010) argues that assessment in art education requires a balance between explicit criteria and professional connoisseurship, as aesthetic and conceptual quality cannot always be neatly quantified. The SLAR process reinforced this, prompting us to:

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• Refine descriptors of quality to include aesthetic considerations.

• Re-evaluate how process and exploration were weighted compared to finished work.

• Ensure rubrics did not inadvertently limit student creativity by being overly prescriptive.

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A hey takeaway was the need to differentiate artistic exploration from technical execution, ensuring students were rewarded for intentionality, risk-taking, and refinement of ideas. This aligns with Andrades' (2023) argument that assessment should support students in developing metacognitive awareness of their artistic growth.