ABSTRACT
The assessment of students’ learning is a not well understood and, in most disciplines, an under-researched aspect of higher education. This is understandable-teachers may feel that their educational energy is being sapped by curricular and pedagogical demands, and what’s wrong with the present assessment system, any way?—but it is not tolerable. Why not? Why is it important to include a discussion of student assessment in a handbook for teachers in higher education?
