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Commissioned by the Joint Information Systems Committee (JISC) in 2008, the ‘Report on Summative e-Assessment Quality (REAQ)’ project surveyed quality assurance (QA) activities commonly undertaken in summative e-assessment by UK Higher Education (HE) practitioners and others. The project focused on what denotes high quality in summative e-assessment for the interviewees and the steps that they take to meet their own standards. An expert panel guided the project. What denotes high quality summative e-assessment Expert opinion focused, in this order of priority, on: • Psychometrics (reliability, validity), • Pedagogy (mapping to intended learning outcomes), and • Practical issues (security, accessibility). What ‘high quality’ meant to our interviewees depended on the role they played in the process of creating and using e-assessments. They listed the following matters, in this order of volume: • Using the medium to give an extra dimension to assessment, including creating e-assessments that are authentic to the skills being tested; • Issues around delivery including security, infrastructure reliability, and accessibility; • Fairness and ease of use; • Supporting academic, managerial, and organisational goals; • Addressing the intended learning outcomes; and • Validity and reliability, mainly in their ‘non-psychometric’ senses. Interviewees with the role of learning technologist (or similar roles designed to aid academics in the use of e-assessment) used these terms in their psychometric senses. Interviewees focused on the e-assessment issues that were foremost in their mind. As processes to deliver e-assessment are rarely embedded in …