Understanding the Creative Mind: Portfolio Assessment in the Visual Arts

In evaluating creative performances among students in the Swedish compulsory school, the author tested four process criteria: investigative work, inventiveness, the ability to use models, and capacity for self-assessment. What will the correlation between different judges of students ’ portfolios become, when such criteria are included? Is there any improvement on these criteria from primary school to the lower secondary school? These are some of the questions that the author is attempting to answer