ABSTRACT
Several years ago, after consultation with students and colleagues, the film studies staff group on the University of North London’s humanities degree scheme adopted a different category for assessment on all units except the introductory one of the pathway: assessment of student’s ‘seminar’ work. The purpose of this chapter is to explore the impact of this move on student learning. I will argue that changes in what is assessed have implications for how the assessment is carried out and, specifically, that this is a case where the introduction of peer- and self-assessment would be appropriate. I was then a part of the staff group but now I teach only on the occasional unit, from one of which the examples below are drawn.
