This revised and updated volume examines the assessment of higher education institutions, teaching programmes and student learning. The author describes in detail the significant developments that have taken place over the last decade in the field, and clarifies the many different meanings of the term assessment that are now in use. A practical guide for all those involved in design and implementation of outcomes-based assessment, the book explores the issues that arise for policy makers and managers. The author argues that there has been a decisive shift towards the accountability of the institution and the teacher for the quality and effectiveness of what they deliver, and that the form of assessment used to determine quality in practice dictates the style and content of learning. He looks at what this means for higher education, and the various models of assessment available - particularly self-assessment, as economic cutbacks and social pressures for greater choice encourage its rapid growth, and the example of Alverno College in the United States, which is recognized as a world leader in the filed. Drawing on this and his own experiences, the author emphasises the importance of using a wide range of techniques to suit individual assessment needs, and lays out his own multiple strategy assessment model for the assessment, curriculum, learning and teaching process in higher education.