This paper addresses the questions raised under the theme of “Critical Perspectives”. It examines policy development and practice around assessment in South African higher education in relation to some relevant scholarly literature. A reflective and analytical account of the author’s own experiences at the national and institutional levels focuses on assessment policy-making and assessor training and related approaches to quality assurance and development. Some of the issues it explores are: the relationship between professionalism as an academic and professionalism as an educator; accreditation of assessors as an instance of work-based learning; the relationships among assessment-related policy, strategy, research and practice; and the implications of accreditation for dialogue amongst stakeholders. The conclusion is that current changes in higher education require transformational assessor training, involving dialogue that articulates within and across various and fluid stakeholder groupings, rather than a regime in which educators are condemned to relentless surveillance, compliance and overwork.

Keywords: Assessment quality, tertiary educators, professionalism, accreditation