Assessing Cambridge assessments: A historical and analytical tour through the Psychology and Behavioural Sciences Assessment system

Assessment plays a central role in shaping student learning, yet its purposes, forms, and consequences evolve over time. This paper provides a historical and analytical account of the assessment system in Psychology and Behavioural Sciences at the University of Cambridge, situating current practices within the broader development of university assessment, from medieval oral examinations to modern written and externally moderated formats. We outline key theoretical distinctions between summative and formative assessment, with particular attention to “Assessment for Learning” and the role of feedback in fostering self-regulated learning. The Cambridge assessment structure -characterised by high-stakes final examinations alongside intensive small-group supervisions- is described in relation to national quality assurance expectations, revealing persistent tensions between ranking, reliability, and the enhancement of learning. While the examination culture reflects long-standing academic traditions, the supervision system emerges as a distinctive formative element embedded within the curriculum. Overall, the paper highlights the ongoing challenge of integrating formative assessment more explicitly into the teaching–learning cycle while preserving the summative functions required by higher education institutions and society.