The Assimilate UK National Teaching Fellowship project was conceived in 2009 to address a perceived gap in understanding about M-level assessment and, in particular, anecdotal suggestions of a much narrower range of types of assessment methods and approaches in use than found on undergraduate programmes globally. The three-year project, extended for a further year to disseminate outcomes, did indeed discover relatively fewer types of assessment in use, but also located examples of diverse and innovative usage in eight nations, which were compiled into a compendium (Brown et al., 2012).
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