ABSTRACT
Many of us working in higher education regard assessment as being a crucial element of the learning process, and yet training is rarely given to lecturers new to the profession or wishing to develop their assessing abilities further, on how to assess well in order to help students to focus their activities and learn more effectively. All three of us run workshops and other forms of training in which the experience of undertaking assessment activities and actually being assessed forms a substantial part of the programme.
