Abstract
Assessment tasks are increasingly moving towards incorporating a teaching strategy. Although the formative and summative aspects of assessment are still very powerful and useful constructs, the function of encouraging students to acquire knowledge and skills as they complete an assessment task is also gaining traction. From the simple idea of allowing students to change MCQ responses in the light of answers given to later questions (and tracking those changes), to encouraging students to make deliberate mistakes in order to learn, assessment tasks are increasingly designed to allow students to gain new insights rather than simply be records of achievement. How is this expansion of assessment purpose made manifest in environments where there are increasingly larger class sizes, increasingly more demands on the time of the academic, and increasingly longer (and more transparent) institutional compliance check lists? Where can we find world’s best practice? How can we incorporate it in our own teaching?

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