ABSTRACT
This chapter examines the activity of assessing professional learning as a way to understand the governing effects of assessment in professional responsibility more broadly. The purposes and measures of practice and learning are shifting from professional associations to employing organisations and from individual practitioners to supervisory bodies, with increasing pressure from external regulatory agencies. It approaches that might be derived from particular sociomaterial perspectives: cultural-historical activity theory, complexity science and actor-network theory. It selects the assessment of professional learning to provide a focus for analysis, partly because it is of particular interest to educators and audit extends to most domains of professional practice and responsibility. Policies to mandate and measure professional's continuous learning in practice are becoming common across occupations and regions. It concludes with questions for educators that might help to attune assessment to entanglements of practice and knowing, as well as to its own activity within these entanglements.
