Assessment in higher education is being challenged by a multiplicity of demands. The activities predominantly used – examinations, assignments and other kinds of tests – have emerged fromwithin an educational tradition lightly influenced by ideas from psychological measurement, but mostly influenced by longstanding cultural practices in the academic disciplines. Assessment in higher education has for a long time been a process influenced more from within the university rather than externally. It has typically been judged in terms of how well it meets the needs of educational institutions for selection and allocation of places in later courses or research study, and whether it satisfies the expectations of the almost totally exclusive academic membership of examination committees. Within courses, it has been judged by how well it meets the needs of those teaching. In more recent times it is judged in terms of how well it addresses the learning outcomes for a course. When we think of assessment as a feature of educational programs and construct it as part of the world of teaching and courses, our points of reference are other courses and assessment that occurs to measure knowledge acquired. Assessment is positioned as part of a world of evaluating individuals in an educational system separated from engagement in the everyday challenges of work. In contrast, in the everyday world of work, assessments are an intrinsic part of dealing with the challenges that any form of work generates. When we learn through our lives, we necessarily engage in assessment. We make judgements about what needs to be done and whether we have done it effectively. While we may do this individually, we also do it with colleagues and others in the situations in which we find ourselves. This occurs in a social context, not in isolation from others. We also make judgements about situations and groups, not just about individuals, and when we make judgements about individuals we do so in a very particular context. Judgements are typically validated as part of
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