[1] For example, if well managed, group projects promote various interpersonal skills that are relevant to the workplace. However, they are not necessarily a good way of developing a wide knowledge base in a large number of students in a short period of time. Generally, the promotion of ‘transferable’ skills is time-consuming and may draw resources away from more traditional teaching objectives.

[2] The LTSN has published a briefing paper targeted at heads of department, focusing on ‘assessment strategies, why they are important and how to develop them’ (Mutch and Brown, 2001).

[3] In evaluating assessment, focus is placed on its ‘validity’ – the relationship between assessment and the desired learning outcomes. Assessment should also be evaluated on its reliability (consistency of marks, etc.) and practicality (time, cost and legitimacy).

[4] The concept of summative assessment is discussed in section 1.3.

[5] Adapted from Figure 1 on p. 5 of Mutch and Brown (2001).

[6] Readers should consult other material for ideas on project tasks (see projects, literature reviews).

[7] A case study of peer-group assessment in macro dynamics is discussed in Davies et al. (2000, ch. 4).

[8] The author is grateful to the Educational Development Team of the University of Hull for information and advice.