Integrating student assessment practices: The significance of collaborative partnerships for curriculum and professional development in a university department

The purposes and practices of student assessment in all sectors of education are contested. So when the members of a university department decide to collaborate in order to integrate their assessment requirements, what they enter into is a program of personal and collective review that begins to unmask the moral and political dynamics of curriculum and professional development. This article describes such a collaborative project, its processes and its products, as well as the dynamics of collective review as they relate to facilitation, organisational change, and comfortable versus critical collaboration.