ABSTRACT
Our first premise is that any assessment work that teachers do is fair, ethical and transparent. That is, we work in honourable ways and make the reasons for our judgements available to learners. It is not enough to award a mark, or determine a level, or tick a box; our students need to know on what grounds decisions are made about the quality and progress of their learning. We need to interact with them in such a way that they know what is going on and why it is going on. This holds equally true for their parents and guardians.1
