The quality assessment of artistic expressions will always need to be discussed, because while it is challenging to articulate what makes art good or bad, being evaluated is an essential part of an artist's career. For many, this begins long before they apply for higher education in an art discipline. During their education, students are trained to assess what is good about their own and others' performances and artistic expressions, while also being systematically evaluated throughout their educational journey. The research group InOvation at UiT The Arctic University of Norway's Academy of Music has investigated assessment and feedback methods through practice and systematic studies in the field of arts education. In this anthology, you will find texts that explore various aspects of assessment methods and feedback in the education of musicians and art educators. We have studied what assessment methods and situations entail for students, teachers, educational programs, and the art itself. The articles address topics such as: what is assessed and how it is assessed, the learning potential of assessment practices, entrance exams as assessment arenas, student participation as feedback in practical training, the role of examiner guidelines and curricula, students' self-assessment, and how innovative assessment practices can be developed in arts education today. The anthology responds to a growing need to discuss and safeguard the unique characteristics and unpredictability of art in an educational field where measurability and clear assessment criteria hold a central place. Readers will gain research-based insights into the landscape of assessment and feedback in artistic disciplines, and the articles also provide a solid foundation for greater awareness and critical reflection on art and quality on a more general level. The authors of the articles all have backgrounds in performing and pedagogical music and drama education.