ABSTRACT
How does assessment in higher education connect with learning after graduation? Does assessment contribute to the process of preparing students for lifelong learning? How can assessment practices help equip students for their future learning? We wish here to argue that conventional ideas of assessment within higher education are inadequate to provide a foundation for the learning and assessment demands of a lifetime of learning beyond the academy. We also wish to identify issues and dilemmas that must be addressed if assessment is to help rather than hinder learning after graduation.
