New approaches to assessment have emerged over the past few years, out of a variety of overlapping international debates about the purposes and methods of assessment and about its impact on teaching and learning. Examining the data from an ethnographic study on the relation between teachers' beliefs and their practices in an assessment reform, this paper focuses on teachers' use of metaphors in their accounts of their work. It brings to light the crucial role of teachers in mediating and bringing about changes envisaged in the new assessment reforms. The implications of the findings for the professional development of teachers are discussed.
[Copyright of Educational Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00131910120085856]

This paper explores the impact of the internationalization of higher education on the formation of student identity. It does so in the context of increasing developments in offshore education and the rapid emergence of the professional doctorate in Australia and overseas. Drawing on data from a larger qualitative study of student experiences of offshore education, the focus is on professional doctorate candidates located in Hong Kong. Identity is characterized by a series of dilemmas experienced by the students as they seek to become members of the academic community. These dilemmas centre on a range of inter‐related issues, including sense of belonging, educational goals, learning style preferences and relationships with supervisors.
[Copyright of Educational Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00131910600748190]