Classroom assessment is a hot topic in K-12 education because of compelling evidence that assessment in the form of feedback is a powerful teaching and learning tool (Hattie & Timperley, 2007). Although formal evaluation has been anathema to many art specialists and teachers (Colwell, 2004), informal assessment in the form of feedback is not. As educators in other subjects have discovered, there are myriad ways in which assessment can not only measure and document student learning but also--and more importantly--actually promote learning (Andrade & Cizek, 2010). This article shares examples and briefly documents the work of art specialists in Brooklyn, New York, who have experimented with the latest assessment techniques in order to increase student engagement and learning.