For example, if well managed, group projects promote various interpersonal skills that are relevant to the workplace. However, they are not necessarily a good way of developing a wide knowledge base in a large number of students in a short period of time. Generally, the promotion of ‘transferable’ skills is time-consuming and may draw resources away from more traditional teaching objectives.
 The LTSN has published a briefing paper targeted at heads of department, focusing on ‘assessment strategies, why they are important and how to develop them’ (Mutch and Brown, 2001).
 In evaluating assessment, focus is placed on its ‘validity’ – the relationship between assessment and the desired learning outcomes. Assessment should also be evaluated on its reliability (consistency of marks, etc.) and practicality (time, cost and legitimacy).
 The concept of summative assessment is discussed in section 1.3.
 Adapted from Figure 1 on p. 5 of Mutch and Brown (2001).
 A case study of peer-group assessment in macro dynamics is discussed in Davies et al. (2000, ch. 4).