This study explores four art teachers’ approach to assessment in lower secondary art education. The study achieves this by conducting qualitive, semi-structured interviews with the four teachers, focusing on their approach and understanding of assessment and the syllabus. The findings show that assessment in the art subject is characterised by a complex interaction between the curriculum and syllabus, the teacher's experience, the practical conditions of teaching, and the open and aesthetic character of the subject. Assessment is seen as a continuous process where feedback, communication with the students and observations of work ethic are central; even when limitations such as class size and time are present, making these aspects of assessment more difficult.