As a visual arts educator in teacher education, the author is aware of the complexity of assessing art at the primary level. Most authorities recommend a formative style of assessment for art, but how can this work in practice in the primary classroom? This paper focuses on the perspectives and experiences of the child. It defines the characteristics of Formative Assessment (FA) and describes a scheme for implementation in art education; discusses action research, data collection, and analysis in the context of this study; and concludes with a discussion of the research outcomes and, in particular, what pupils have to say about FA in art. Pupils' experiences and perceptions of all aspects of learning are interesting and important for themselves, their parents, educators, and policy makers. Drawing on the voices of pupils and influenced by pivotal researchers in the fields of art education and assessment, this study illuminated pupils' thinking about using selected FA strategies in their artmaking and proposes a viable form of assessment for primary art education. Assessment White Papers for Art Education is a collection of essays that teach about current and established assessment practices and theories, and how they are relevant to all of the National Art Education Association's membership. This series offers a starting point for NAEA members--across all levels--as well as parents, administrators, and the general public to understand assessments' applications to art education.