Quality is a key issue in higher education and the focus of a great deal of policy and administrative effort, both within institutions and within and across jurisdictions. At the heart of quality is the question of assessment: are we being rigorous in the way we assess and evaluate students? Fairness, consistency, comparability and other policy matters dominate this thinking. This book looks at an institution-wide project on assessment at the University of New South Wales in Australia and its impact on practice, policy and the experience of students. With insightful essays and useful analysis of what happened in each faculty, the book seeks to find lessons and recommendations, which would be useful to all institutions of higher education. In this it succeeds, with a strong emphasis on assessment for learning as well as assessment of learning. You can read a summary of what is in this book at http://www.jstor.org/stable/j.ctt5vkq31.