The assessment of key competencies is a central focus of educational reforms in many countries, and the establishment of a key competency assessment system is also a major focus of future educational reforms in China. This study examines the French high school art education baccalauréat (university entrance exams), aiming to explore the specific types of key competencies assessed and the concrete methods used for their evaluation. And, the main research method of this study is literature analysis while considering the grounded theory as the main analysis tool. Generally, continuous assessment and the baccalauréat are the core methods for evaluating key competencies in the arts disciplines in France. This study analyzed the two kinds of examination of art reveals that it primarily assesses five key competencies: cognition and understanding, production and performance, practice and technology, research and analysis, collaboration and transfer. And, this system is distinguished by its comprehensive evaluation content, diverse assessment methods, diverse examination questions, and well-structured, scientifically designed assessment standards. By examining the characteristics of key competencies assessment in the French entrance examination of art and identifying existing challenges in China’s university entrance examinations of art, this study provides insights for reforming China’s this system in terms of evaluation methods, content, question structure, and assessment standards.

Arts Education, Assessment of Key Competencies, University Entrance Examination of Art, France