Assessment of creative work is problematic due to the creative nature of the final artefact, as it does not necessarily conform to standard assessment practices established in other fields of education.
Pressures for conformity with conventions of assessment in other fields of education, and reinforced by global quality assurance demands for objectivity, uniform standards and transparency reinforce focus of assessment on the demonstrable execution and the tangible product and preclude assessment of creative ability (Cowdroy & de Graaff 2005).
In light of this need for greater objectivity, uniform standards and transparency, and informed by literature on assessment practice, the authors review their own practice and identify aspects that could be modified to improve the learning experience for the Graphic Design student. They also question whether their practice was in fact assessing the creative nature of the final artefact or the creative ability of the student. Based on their observations they outline a revised approach reflecting the view that assessment can aid in foregrounding cogitative skills, and that it can be based on measures of the creative process and creative abilities.