Assessing what we value and valuing what we assess?: Constraints and opportunities for promoting lifelong learning with postgraduate professionals

Abstract

This paper explores postgraduate assessors' perspectives on what informs the approaches and interpretations they bring to judgement-making in the assessment of students' written assignments. A study-in-progress, it focuses on one particular course team of academic assessors during a period over three years in which they elected to actively anticipate some of the changes in expectation upon them, individually and collectively. These changes included a review of the curriculum in the light of students' 'lifelong learning' agendas and general trends towards greater transparency in assessment processes. © 2000, Taylor & Francis Group, LLC.