Based on the lessons learnt from the UK-wide Degree Standards Project, which developed, piloted and evaluated a professional development course on degree standards aimed at external examiners, the book offers practical suggestions for ways in which higher education staff can develop a more sophisticated understanding of standards. It discusses the implications of rethinking academic standards for higher education policy and practice, through examples and case studies derived from research evidence, the Degree Standards Project and contributors' own experience and expertise. As a broader approach to assessment literacy, this volume aims to develop readers' standards literacy by challenging routine practices and proposing promising alternatives.

Written with a diverse readership in mind, this book is relevant to discipline-based academics, quality officers, academic developers, university leaders and managers, as well as policy makers.