One of the most fundamental and challenging aspects of pedagogical practices is assessment
of student learning. Assessment mechanisms are adopted in response to a variety of agendas,
such as providing a summative ‘grade’ to facilitate student matriculation into further study, or
to provide students with critical information regarding their own progress with the goal of
guiding the next stages of their educational experience. Irrespective of the agenda driving
assessment, it is paramount that the method of assessment is both reliable and valid. In
addition to this, it is critical to acknowledge that assessment mechanisms are simply tools to
support the assessor in making value-laden, professional decisions.