The full implementation of the VCE in 1992 represented significant changes to senior secondary schooling in Victoria. These changes were strikingly evident in the new assessment methods and procedures of the Art test CAT. The difference between the HSC Art Appreciation examination process and the 1992 VCE Art test CAT assessment was more than a difference in practices and methods. The ideological foundations of the two examination systems were vastly different. The HSC system served to rank students so that universities could select the best candidates. The Board of Studies (BOS) promoted the VCE as more 'equitable', 'accountable' and 'inclusive 'than the HSC. These concepts derived from the recommendations of the Blackburn Report (1985) which advocated major reform of the senior curricula and assessment. Five experienced Art Appreciation examiners were interviewed in order to acquire a perspective of the two examination systems during a time of change ( 1987-92) and ultimately focused upon the fairness values that were evident in the examination process. Published policy statements were compared regarding fairness and equity with the examination practices that the five examiners described and analysed during the interviews. The theories of Foucault and Bourdieu enabled the author to understand that examinations are part of a systematic social selection process. How can 'fairness' be defined and embodied in examination practices if examinations inherently represent a form of social power? Bourdieu and Foucault nourished this type of reflection. The Blackburn Report, the views of the five examiners and the social theories of Foucault and Bourdieu led the author to consider the Art test CAT (1992) as a representation of the equity values that were defended by the BOS. Fullan's theories revealed that disorder usually accompanies educational change and added another dimension to this investigation of ' fairness and justice' in the Art Appreciation examination (1987- 92). In addition, this research study evaluates the practice of the BOS policy regarding equity and fairness, as evident in the VCE Art test CAT assessment process (1992), because the Board promoted the view that the VCE would provide greater equity and fairness to all Victorian students than the HSC.