High-quality, learning-based assessment represents a key aim and challenge for universities in Europe and, indeed, internationally. As a result, there exists a wide range of research and practice-based advice offering perspectives and innovations about good assessment policy and practice (Bloxham and Boyd, 2007; Fastre et al, 2013; Sambell et al, 2012). However, whilst valuable, rather little of this work considers the role and opportunity provided by professional development programmes for higher education lecturers and teachers, for promoting good quality assessment. Consequently, this paper will examine and discuss the role that these programmes can play in promoting learner-centred assessment. Briefly explained, these are (usually postgraduate) courses for higher education staff who have a teaching role, and address pedagogical issues including learning, teaching, curriculum design, assessment, feedback, student support, and technology in higher education. Indeed, assessment practice and feedback strategies form a central part of most of their curricula. Such programmes have been set up at universities in many countries and are increasingly popular (Trigwell et al 2012); their ‘impact’ has also been commented on in various published works. I will argue that they offer an opportunity to distil and apply advice on good assessment to lecturers and other staff involved in the teaching of students. Although many new lecturers develop their own ‘assessment habits’, principles of good assessment can be synthesised in a way that participants can apply to their own practice. My argument will be supported by drawing on series of seven principles and ideas (using sources including Baughan, 2013, and Biggs and Tang, 2011) as well as a single-institution case study concerning how assessment on one programme is modelled to participants. My project was guided by a literature-based approach, similar to that adopted by Smith (2012), and a full account of it is provided in Chapter 17 of the Innovative Practices for Higher Education Assessment and Measurement book which represents the shared theme of this symposium.

Baughan, P. (2013). Practising what we teach: Addressing plagiarism prevention issues on professional development programmes for higher education teachers. The International Journal of Learning in Higher Education, 19(3), 157–165. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). London, UK: Society for Research into Higher Education / Open University Press. Bloxham, S., & Boyd, P. (2007). Developing Effective Assessment in Higher Education: a practical guide. Maidenhead: McGraw Hill / Open University Press. Fastre, G. M. J., Van Der Klink, M. R., Sluijsmans, D., & Van Merrienboer, J. G. (2013). Towards an integrated model for developing sustainable assessment skills. Assessment and Evaluation in Higher Education, 38(5), 611–630. Sambell, K., McDowell, L. and Montgomery, C. (2013). Assessment for Learning in Higher Education. Abingdon, Oxon: Routledge. Smith, K. (2012). Lessons learnt from literature on the diffusion of innovative learning and teaching practices in higher education. Innovations in Education and Teaching International, 49(2), 173-182. Trigwell, K., Rodriguez, K. C., & Han, F. (2012). Assessing the Impact of a University Teaching Development Programme. Assessment and Evaluation in Higher Education 37(4), 499-511.