something that happens (sequentially) after the learning, then we are separating assessment from learning and ignoring the fact that learning and assessment are very much in a “dialogic relationship” or entwined together. Figure one metaphorically illustrates this entwinement. In the case studies, we describe what the course/programme/training is about and examine assessment in relation to curriculum design, implementation and the ways in which understanding, accomplishment and performance are achieved. We hope the case studies provide a glimpse into the different ways assessment has been carried out in design, planning and implementation for practitioners, researchers and policy makers. We hope that they highlight possibilities and contribute to new ways of thinking, designing and implementing assessment of, for and as learning. Different conditions and situations (context) will offer different kinds of opportunities for meaningful assessment. The six case studies are:
Workplace learning facilitators Firefighting: Rota commander course Menu change in the food and beverage sector Resident doctors Aircraft engineering programme IT network engineers
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