ABSTRACT
In this chapter we examine the issue of the long-term effects of Uk university teaching programmes on participating lecturers' assessment practice, once they return to their everyday working lives. To do this, we will be drawing on the findings of three related empirical studies, which have explored lecturers' (both new and experienced) views on the pedagogy of assessment and on their own specific assessment practice. These studies were carried out under the auspices of the Write Now Centre of Excellence for Learning and Teaching (2011—Cetl) over several years using a mixture of in-depth interviews and questionnaires.
