Achieving diversity of assessment on taught programmes 1. Assessment strategies can be designed across programmes rather than on a moduleby-module basis. 2. Choices about assessment can follow from programme aims and intended learning outcomes. Modules then select assessment types that are appropriate. (e.g. verbal, group-working, problem-solving and self- and peer-evaluation skills might be utilized to greater effect) 3. The development of skills among students to succeed in diverse assessment tasks takes time and practice in exactly the same way as learning how to write well. The accumulation of skill is an incremental process that can best be embedded in an entire curriculum rather than just in single occurrences. Therefore introducing diversification of assessment is needed across all levels. 4. A map of assessment types across the programme can clarify the variety of assessments planned, so that it can be designed to suit the variety of students and intended learning outcomes.