ABSTRACT
We repeat that assessment techniques work best where learning outcomes have been articulated in advance, shared with students and assessment criteria agreed. Questions about the purpose of assessment necessarily arise, especially questions related to formative as opposed to summative purposes. Assessment techniques which are integrated into the course, not ‘bolted-on’ are desirable – this implies both staff and curriculum development. Moreover, it may be that some techniques are best suited to pass/fail assessment, not lending themselves to the fine distinctions which go with concepts of unit grades. Finally, it is increasingly debatable who should be doing the assessing, with there being a considerable interest in students assessing – and advising – each other and themselves; this is closely related to the negotiation between staff and students of learning outcomes and activities. A significant part of this is self- and peer assessment, and it is there that we start our review of assessment methods.
