ABSTRACT
This chapter expalins some of the dots between day-to-day learning and academic provision and generally accepted levels of attainment within a unitized multidisciplinary context. It draws on extensive research into staff and student experience of unitization carried out by the Assessment and the Expanded Text project. As the Quality Assurance Agency's proposals for developing qualifications frameworks in the United Kingdom and developing benchmark information on subject threshold standards gather momentum, assessment criteria are likely to provide a key source of information for defining generic level descriptors and improving students' understanding of the learning outcomes of degree schemes. By making assessment an essential part of a teaching and learning strategy, one may be able to achieve an important shift away from single-subject discourse dominance 'to ensure equivalent intellectual intensity in breadth rather than depth'. The Assessment and the Expanded Text project has given each consortium site the opportunity to reassess aspects of its curriculum provision through the lens of assessment.
