This paper compares the learning and teaching strategies practised in the programmes of the Architectural Subject Group at the University of Northumbria with best practices of assessment (‘Assessment for Learning’) as promoted by the Centre for Excellence in Learning in the same University. These best practices are grouped under the umbrella concepts of ‘Assessment for Learning’ and comprise six key criteria which can be paraphrased as; authenticity and complexity in methods of assessment; use of summative assessment as the main driver for learning; extensive opportunities to develop and demonstrate learning; rich in formal feedback; rich in informal feedback; developing students’ abilities to direct their own learning, evaluate their own progress, and support the learning of others
