A consensus seems to be emerging regarding the concept and delivery of quality in education. In simple terms the view might be expressed as:

• education is about learning

• within the process of learning, assessment occupies a central role

• much current assessment practice is not conducive to optimizing learning

The implications of such a view are that there is a need for change in both assessment practice and in the preparation of persons involved in it. Issues surround the definition of good practice in the methodology of assessment and in human resource development. These are not simply technical issues but require thought about the values attaching to learning and its assessment.