How can assessment practices in higher education be redesigned to prioritize student learning and development over mere performance measurement? Peter Knight examines the intersection of assessment design and student outcomes, arguing that traditional summative evaluation often fails to capture the complexity of learning. The text provides a framework for integrating formative assessment strategies that encourage student engagement, self-regulation, and deeper cognitive development within university curricula.

Experts in the field of higher education pedagogy frequently cite this work as a foundational text for understanding the shift toward student-centered assessment. Readers often note the academic density of the prose, which is tailored primarily for faculty and educational developers seeking to refine their teaching practices.