Over the years of teaching, I’ve had different mandates at different schools for a final exam in art. One school I taught at didn’t have art on the exam schedule. This was decided long before I joined, and I was thrilled to bypass the expectations of a final exam. Other schools required an exam but allowed us to decide both what that looked like and how to implement it. Lastly, one school required a written final for all subject areas.

Art final exams can take many forms, from traditional tests to hands-on projects and multimedia presentations. They often assess students’ understanding of art elements, principles of design, and art history, as well as their ability to create art and reflect on the creative process. It’s not always all or nothing, either- sometimes teachers mix and match. In one school, in addition to having a cumulative hands-on project, we also built in a section worth 10 points on “studio practices” section, which looked like students helping clean up the studio under the rational that caring for a studio space and the materials is an essential aspect of any hands-on art class.

So, here are some of the types of final exams you might offer.

Traditional Tests:
Some of the most common testing methods are listed here, but are not limited to these styles. If you are required to give a traditional test, please give quizzes and other types of written assessments so the students feel some level of familiarity. Otherwise, you will surely get the “What? A final? In Art?” It also helps if you provide vocabulary and “notes” of some form throughout your class.

  1. Multiple-choice questions: This style presents a question or statement followed by a set of possible answers, with only one or more correct answers.
    Example:

    In this work, the artist creates the appearance of depth of space by:
    a. employing linear perspective.
    b. manipulating color.
    c. overlapping shapes.
    d. changing values.
  2. Short answer questions: This style requires students to explain concepts, compare and contrast different styles, or analyze artwork.
    Example: What is the difference between a circle and a sphere?
  3. Essays: This style asks students to delve deeper into art history, theory, or critique specific works.
    Example: Discuss the characteristics of a Cubist work. Compare the work of two artists we have studied in the Cubism unit. How did each artist approach Cubism in his/her own way? What are some of the themes and/or subjects of each artist’s work?
  4. Other: True False, matching, labeling a diagram (the anatomy of the sphere, for example), etc.

Practical Assessments:

  1. Portfolio Development: Students compile a selection of their best work from the year, showcasing their growth and skills. A teacher might have them create a Google Slides Show (or equivalent) or design a portfolio website.
    Art teacher Jayson John Stewart writes, “I have students use artsteps.com to create art galleries of their work, their sketches, and work that inspires them.”
  2. Studio Project: Students create original artwork based on a theme, assignment, or self-directed goal. A cumulative studio art project is a large, overarching assignment that builds upon smaller projects and assignments throughout a semester or year, culminating in a final, substantial piece of artwork. It’s designed to encourage a deeper exploration of artistic ideas, techniques, and personal growth over time.

    Materials are often a challenge. What do you have enough of at the end of the year for a whole class or multiple periods of a class to use? One teacher shared that she does the “empty the pen” challenge. All you need is a new pen and paper! Art teacher Maria Kane has students create a cover for their future autobiography. Art teacher Melanie Kloet writes, “We have students do a single composition that incorporates all of the skills they learned through the course: acrylic value painting, graphite shading, fonts, colored pencil shading, layering, and composition with the E&P of design. A bit of a visual autobiography.” Examples of the project are below.


  1. Artist Statements: Students write a statement reflecting their artistic process, inspiration, and goals. Art Teacher Katie Dowd is not required to give a final, but instead, she has created this Final Reflection for her students, “so I can have them assess themselves and also help me reflect as well on what they believe to be their strengths.”

Other Formats:

  1. Problem-Solving: Students apply their knowledge to address specific artistic challenges or design problems. 
  2. Research Projects: Students investigate a specific artist, movement, or art-related topic and present their findings.
     
  3. “How-to” Slideshows: Students create a slideshow demonstrating a specific art technique or project they completed. 

One teacher’s Art Final Exam Example and Walk Through

One teacher’s online exam.

Lori Mendiola’s 3 part Final Exam for Art I

What do you do for a final exam in art class? Share your answer in the comments.