ABSTRACT
This collection of innovations illustrates that the challenges faced by higher education practitioners in the UK are echoed by our colleagues in the USA, Australia and New Zealand. As Gibbs highlights in the opening chapter, the barriers to innovation in assessment include large student numbers, reward structures that continue to favour research over teaching and a political agenda that emphasises product over process. This narrow vision has meant that historically we have seen assessment as a way of justifying rather than enabling judgements to be made. As educators we have been conscribed to take a very narrow view of the possibilities that different assessment modes offer.
