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Abstract
Assessment is fundamental to student learning and achievement. However, whilst research consistently emphasises the role of assessment in supporting the development of the learner, the reality of assessment processes and practices in higher education is frequently indicated to fall someway short. This article aims to contribute to a shared understanding of the discourse surrounding assessment in higher education in the UK, and presents a synopsis of the role of assessment in curriculum change. Key drivers for change, the inhibitory role of the dominant discourse of assessment and suggestions for future development towards an assessment for learning culture, are considered as a means of giving greater prioritisation to assessment than is currently afforded.