ABSTRACT
In an ideal world, an assessment strategy would outline the types of assessment to be used and provide a rationale for every component of a course. However, the use of shared modules across courses in higher education institutions or numerous combinations of electives can place limits on the ability of a course team to develop a comprehensive assessment strategy (Knight, 2000). Shared modules, whether compulsory or elective, may be established for pragmatic reasons (e.g. it is more economical to have one unit taught to students from several courses than repeated to small groups) or ideological reasons (e.g. to facilitate interdisciplinary learning). Thus it may only be possible for a teaching team to control the assessment strategy for the units that they themselves teach and assess.
