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Abstract
External scrutiny of higher education courses is evident globally, but the use of
an external examiner from another institution for the purposes of quality assurance
has been a distinguishing feature of UK higher education since the 1830s. However,
the changing higher education context
has led to mounting criticism of the system and the identification of a number of
largely unchallenged assumptions underpinning it. One such assumption is that external
examiners are assessment literate. This study evaluates levels of assessment literacy
demonstrated within the written reports
of external examiners. Findings indicate variable levels of assessment literacy and
identify aspects of the concept that require attention. Wider questions concerning
the conceptualization and future development of the external examining system are
considered.