This text examines the important and potentially creative role that evaluation plays in participatory arts projects taking place in education contexts. A brief overview of evaluation is given before three evaluation models are examined in order to highlight how each prioritises specific aspects of projects and utilises different methodologies. Particular attention is paid to approaches that involve artists and participants in ongoing critical reflection and self-assessment. With reference to two particular projects („The DIY Digital learning Map“ and „Dis-Assembly“) and to research conducted on artists’ perceptions of their art making and pedagogy, the paper argues that this latter approach mirrors artistic practice and enhances a project’s development whilst providing essential evaluative data. Points to consider before designing an evaluation are given in conclusion with the acknowledgment that effective evaluation matches the nature and requirements of the activity and makes a positive contribution to the project itself.