It has been demanded that the criterion-referenced evaluation must be carried out steadily in school education. However, it has been criticized that art teachers’ evaluation tends to fall in arbitrary judgment with less validity and reliability. 　The purpose of this study is to shed light on the current situation of evaluation procedures and its validity by art teachers in junior high schools and to clarify the issues and possibilities for the improvement of evaluation. The method of the research was to use the questionnaire sheet to inquire into the commonalities and differences among teachers’ inclination of evaluation in terms of “ability to come up with ideas and concepts” in junior high school art education. Eleven art works shown in the report of the“ Survey on a Particular Subject” developed by the National Institute for Education Policy Research were used for the development of the questionnaire sheet. Sixty-nine junior high school art teachers were randomly chosen in Okayama prefecture for the research.