ABSTRACT
This chapter discusses some of the challenges in developing assessment practice and some of the issues with which stakeholders have to grapple in moving assessment forward. Assessment is a critical aspect of undergraduate education because it has a range of powerful impacts on what students and teachers do. For teachers, assessment can help them understand students' learning progress and it often provides some indication of how successful their teaching has been. In The Hidden Curriculum, Snyder analysed the experiences of students at a competitive university, Massachusetts Institute of Technology (MIT) in Boston. The hidden curriculum involves academic and socialisation routines which students learn from participation in the institutional community but which are not explicitly stated in the formal curriculum documentation. The chapter also provides three interlocking components of model of learning-oriented assessment: task design; using quality criteria to develop student evaluative expertise; and student engagement with feedback.
