ABSTRACT
Assessment has long been a lightening rod for local and national debates about the nature of standards in higher education. It also looms large in students’ experience of education and has often been the first point for the withdrawal of labour in industrial disputes. Until the advent of subject review little was known outside individual departments about the procedures and practices of assessment. The subject review cycle 1995-2001 identified several areas of assessment, which generally speaking some institutions had not been managing well.
