Educational assessment is a well-established and deep, if not even, field of research and practice. It engages those enchanted by the intellectual and technical skills required for finely calibrated item definition, valid and reliable test design, or analysis of statistical data generated by ranges of scores. It intrigues newly qualified educationalists passionate about learning for its own sake and charged with the responsibility of enabling learners to demonstrate levels of attainment. It animates and frustrates professional teachers and lecturers who have demonstrated a lifelong commitment to helping their students become the best that they can be. And it is surprisingly absent as a well-developed discourse in many teacher training programmes at all levels of educational provision, in many countries. However, we fully recognise the ...