Besides developing a sense of social responsibility amongst artists and a participatory role for communities in artistic work, AMASS strives to evaluate the social and pedagogical impact of its projects from the perspectives of all stakeholders in the testbed of experiments. WP1 expects to impact the projects overall knowledge base, and through joint analysis of data, contribute to the connection between that knowledge and practise, as well as the knowledge and policy, and knowledge dissemination through the online MOOC. The project strives for assessment and accountability, therefore, what we have accomplished so far is a systematic literature review authored by WP1 clearly showed a major deficiency of arts-based social interventions so far: no assessment beyond promoters' enthusiastic claims about success. As educational policies in EU countries are research-based and data driven, the national projects of AMASS are evaluated and the affective and cognitive development and enhancement of creativity and social skills revealed. A descriptive collection of authentic and sensitive assessment methods, compiled by WP2, provides a basis for the selection of suitable tools. The pilot projects of the testbed of experiments (WP3), of which one was conducted in each country (except HB and Leeds), so far have all undergone such scrutiny and their effects on participants and their community revealed. These results add to the value of these innovative educational interventions: those who find them useful for their own educational environment, will know what to expect in terms of educational outcomes. The societal impact of the arts, assessed and disseminated through WP3, will together with the PSD and stakeholder workshop approach of WP4, feed into local, regional and European-wide policy recommendations that will be disseminated further on in the project. WP4 will contribute beyond the state of the art through experimentation of different policy development approaches, also in digital environments. By the end of the AMASS project, we will have completed and evaluated 35 international arts-based interventions. Policy makers, convinced by the new pedagogical approaches, fascinating artwork by participants and the atmosphere of creativity, will be informed about the developmental potentials of these projects as well. Some of them may enrich a curriculum that is individualized to cater for children in need, others may be utilised for informal learning environments (like museums, houses of culture, therapeutic institutions) as they are proven opportunities for motivation, skills development, and social integration. Assessment results seem to be more convincing for local, regional and national policy makers than proud statements by project leaders and thus ensure the sustainability and dissemination of AMASS methodology. AMASS will contribute to addressing the structural problems associated with policy development, which is based on top-down narratives that are associated with policy making, posing a problem for grass-root level participation, especially the involvement of marginalised communities in policy decisions, because policy often reinforces existing power structures and elitist organisations. The persisting challenge with policy decisions are that they remain often too abstract, distanced and removed from especially marginalised communities, while there are growing divides and gaps to be bridged between stakeholders.