I will return to this point later. Having arrived at this formulation, it became necessary to develop ways of finding out if an ability to become involved in these developmental processes had been learned. I simply asked myself the question, how will I know if my students can become involved in the creative process. I realised that simply looking at the paintings they had produced was not enough. I needed more evidence.
Evidence is the key word here.
During the course of my research, and subsequently, I have collected information about the evidence used for assessments. In the beginning this was in the field of the visual arts but more lately it has been extended to other areas of teaching and learning. As a result of this I have been able to classify the evidence used for assessment into three types. The first type of evidence is product based and is, in a sense, where I started. One has to ask what we can tell about students development from looking at what they have produced.