Abstract
The external examining system has been a ‘gold standard’ of the quality assurance process in UK Higher Education, resulting in the practice being replicated on an international basis. However, growing scrutiny of the system has resulted in a downgrading of the role. Subject and assessment expertise (or assessment literacy) form key pillars upon which the role of the external examiner is built, with the latter being described as an obligation of the role. Yet little evidence exists to support the assumption that external examiners are assessment literate. Assessment literacy, therefore, represents one of several unchallenged assumptions underpinning the external examiner role and, as one of the only quality assurance instruments that focuses directly on the quality of student work, requires further examination. This chapter will draw upon empirical evidence to interrogate the assessment literacy of external examiners. Discussion will focus on how assessment literacy could be conceptualised as a means of demystifying the external examiner role that could lead to the development of a shared language. A shared language could support a more common approach to the articulation and critique of often tacit understandings and beliefs shaping personal assessment practices, thereby reducing the temptation to draw upon personal standards as a means of addressing the perceived deterioration of confidence in standards.