Phil Race is Emeritus Professor in Educational Development at the University of Leeds and also runs training workshops for staff and students in universities, colleges and other organisations throughout the UK. Sally Brown is Visiting Professor of Learning and Teaching at Robert Gordon University in Aberdeen and is Director of Membership Services for the Institute of Learning and Teaching in Higher Education. Brenda Smith is Associate Director at the Centre for Academic Practice, Nottingham Trent University.

'This is an absolute gem of a book full of succinct and good advice based upon a wealth of personal experience by three well known and widely respected authors.''It is both a first class reference book for designing or developing assessment as well as an invaluable check list: my review copy is well-thumbed already. The authors are to be congratulated and I would recommend any serious academic to have a look at it.' - both David Harwood, Physical Sciences Educational Review, Vol 6

• 1. Putting assessment into context 2. Exams of various sorts 3. Specific assessment formats 4. Feedback and assessment 5. Involving students in their own assessment 6. Assessing group learning

Phil Race is Emeritus Professor in Educational Development at the University of Leeds and also runs training workshops for staff and students in universities, colleges and other organisations throughout the UK. Sally Brown is Visiting Professor of Learning and Teaching at Robert Gordon University in Aberdeen and is Director of Membership Services for the Institute of Learning and Teaching in Higher Education. Brenda Smith is Associate Director at the Centre for Academic Practice, Nottingham Trent University.

'This is an absolute gem of a book full of succinct and good advice based upon a wealth of personal experience by three well known and widely respected authors.''It is both a first class reference book for designing or developing assessment as well as an invaluable check list: my review copy is well-thumbed already. The authors are to be congratulated and I would recommend any serious academic to have a look at it.' - both David Harwood, Physical Sciences Educational Review, Vol 6

• 1. Putting assessment into context 2. Exams of various sorts 3. Specific assessment formats 4. Feedback and assessment 5. Involving students in their own assessment 6. Assessing group learning