This study reports on a project designed to provide a database of literature on which practitioners can draw in order to inform frameworks for assessment design. An analytical review of the United Kingdom Higher Education literature on innovative assessment across the disciplines suggests that much of the research in the field is carried out by subject teachers and takes the form of accounts of practice. This Higher Education Academy funded project covered eight thematic areas of assessment and two are discussed in detail in this paper- ‘Involving students in assessment’ and ‘The use of new technology in assessment’. An analysis of literature relating to both themes suggests that there are common findings which could inform the design of assessment in practice. Further, it is argued that well grounded innovation is, of itself, of value in the use of assessment for learning.

Keywords: Innovative assessment, literature review, thematic analysis.