Evaluation of student learning and achievement in multicultural art programs should reflect the learning styles of students from diverse ethnic, racial, and class backgrounds. Traditional standardized tests measure factural knowledge and memorization skills never higher order thinking skills. Some authentic assessment measures include exhibitions, performances, process portfolios, and profiles of student characteristics. Many art educators advocate using socio-anthropological bases to study art works from diverse cultures. These bases are derived from anthropological methods such as interviews, observations, questionnaires, note-taking, and diary-keeping. If such anthropological methods are authentic for studying multicultural art, then they should be suitable for evaluating students progress and achievements. However, in order to implement such methods in the clasroom pre-service and in-service teacher education programs need to be developed to help teachers create the necessary assessment models. (KM)