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Drawing on experience in the United States and United Kingdom, two educators discuss the practice of quality assessment in higher education. Distinguishing between formative and summative assessment, they identify characteristics that support quality learning, observing that practice falls short of these ideals and noting that it is risky for universities to tacitly support the existing situation. (Author/MSE)

Presents information on a study which outlined an exploratory investigation of the information materials that some higher education (HEI) institutions in Great Britain (UK) have provided about taught master's programs in three subject areas. Focus group interviews with students in the United States; Informational materials; Methodology and principal findings; Discussion.