本研究探討匈牙利藝術教育為因應不斷變化的典範與文化脈絡，在不同階段所採用的評量方法。首先，本研究將簡介中歐地區的社會教育背景，接著描述視覺文化這門新研究領域的內涵，該領域於八十年代出現在匈牙利，取代了以藝術為主的傳統策略。藉由基礎與畢業考試制度的結構與目標，以及荷匈學習歷程檔案評量研究，本研究舉例說明歐洲藝術教育中，視覺技能的各種評量方法。本研究討論教學與評量典範如何影響藝術教師的養成訓練，並說明這套新視覺技能與能力架構如何成為目前藝術教育發展的基礎。

This study discusses assessment methods used in different phases of
Hungarian art education, in response to its changing paradigms and cultural contexts. First, we give an overview of the social context o education through arts in a Central European setting, then we describe the contents of the new study area called Visual Culture that replaced the traditional, arts-focused approach in Hungary in the eighties. Structure and objectives of the Basic and Final Examination System and the Dutch-Hungarian Portfolio Assessment Study will give examples of different approaches of the evaluation of visual skills development in European arts education. We discuss how new paradigms in teaching and assessment influenced the training of art teachers and show our new Framework of Visual Skills and Abilities that forms the basis of our current developmental efforts in education through art.