This report describes alternative assessment approaches to elementary visual art studies at an inner-city school in a large city in the Midwest. Sixth-grade neighborhood students participated in the study. Data revealed that sixth-grade students have spent little time on alternative assessment. Time constraints, a lack of curriculum addressing self-assessment, and the failure of educators to understand or appreciate the value of art for academic growth were revealed as areas of concern. Intervention strategies included revision of sixth-grade art curriculum with self-assessment pervading all lessons and creation of lessons that provided self-assessment awareness and the teaching of portfolio skills. Through the use of portfolios, students gained skills in self-reflection and metacognition, learned to set goals, and were able to document and observe personal growth in art. (EH)