Statewide assessments, developed by several states, of student learning in the visual arts, copies of their visual arts assessment tests, technical manuals, supporting documentation, and evaluative approaches other than testing were critically described within this study. Information gathered resulted in grouping the descriptions of state level visual arts assessments into three categories: (1) states that indicated visual arts assessments did not exist or existed in an abbreviated fashion; (2) states that indicated substantial research and development of visual arts questioning, tests, or alternative approaches to student evaluation; and (3) states that sent visual arts assessment tests. Analysis of the materials received put forth the following conclusions: (1) The forms of state visual art tests ranged from non-existent to holistic to traditional assessment testing instruments with a slant toward representation of art education values. (2) The visual arts assessment instruments in the form of tests provided a sampling of student learning but were neither comprehensive nor disclosing of many aspects of art classroom learning. The materials measured certain specific cognitive outcomes, affective responses and attitudes, and production characteristics in a delineated and timed setting. (3) A thoughtful evolutionary process of viable assessment instruments was planned that considered classroom teacher ideas and the existent state level curriculum. (4) The testing instruments utilized techniques and practices valued by the test and measurement fields. (5) The holistic evaluative approaches to student learning experiences served as the most extensive sample of alternative techniques. Study results provided a critical description of information received, recommendations for further research regarding evaluation of student learning in the visual arts, and implications for art education which included the recognition of three issues: (1) the role of evaluation in the evaluation setting; (2) the need for dialogue among art educators; and (3) a clear recognition that differences exist between specified and unspecified outcomes. The document concludes with the vitae of the author, four appendixes that include an outline of the test evaluation, and a bibliography. (MM)