Visual symbols organize and communicate information about the nature of objects and their relations in space. They also express and evoke emotional states for they are culturally loaded recognizable in the form of symbols, letters and text. These expression abilities in presenting symbols are predominantly learnt from visual art education. They are subskills that involve concepts and facts as well as related moral or aesthetic values in an integrated cognitive, affective and psychomotor process in class. In this pilot study, we intended to exemplify a tool for developmental assessment of visual art education by providing a series of task in class for Grades 5-6 (ages 11-12 years) and for Grades 7-8 (ages 13-14 years), to whom seven complex drawing assignments were given. Sampling collected included paper, we report results of the first phase of the development of an authentic, creative task series to assess visual communication skills. Subskills under assessment included abstraction, combination, composition, modality change, symbolization and mental manipulation. These subskills are used beyond our domain, in many areas of everyday life and work. The design of the curriculum backed by good reliability value via the whole test proved that the assessment tools in the above tasks helped art educators use their limited teaching time optimally, and prepared students to be creative and conscientious partners in visual communication.