ABSTRACT
In many respects the introduction of self assessment is no different from the introduction of any innovation in teaching and learning and similar considerations apply to it. Even when it is implemented well, there is likely to be initial scepticism and resistance followed by cautious acceptance and, hopefully, enthusiasm. Again, like any teaching innovation, staff who promote it may be seen as slightly odd by their colleagues and questions will be raised about whether the idea is a sound one. The individual innovator is likely to be questioned about whether they are doing the right thing and whether they are doing it in the best way.
