A central dimension of assessment is the interpretation of the learning attainment and grading, or marking, of students’ learning products. This is a signifi cant and time-consuming task at all levels of education. Often there is much at stake for students’ futures in this aspect of assessment, since grades may affect progression in a course, scholarships, admission to higher levels of study, and sometimes selection for employment. Grading can have a profound psychological impact on students. Students are often defi ned by the grades attributed to their learning outputs and, in turn, they so defi ne their own personal worth.