What is happening when we assess, and how can we use our understanding of this to improve assessment?

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Student perceptions of continuous summative assessment (2006, methodology): “In recent years, the portfolio approach to assessment has become a popular method of assessing the process of learning (see for example Baume et al., 2004; Lines & Gammie, 2004).”
Mark my words: the role of assessment criteria in UK higher education grading practices (2011, background): “Nonetheless, communities of academics do provide a level of objectivity (Shay 2005 ), as shown in Baume, Yorke, and Coffey’s ( 2004 ) study of portfolio marking.”
Marking and moderation in the UK: false assumptions and wasted resources (2009, background): “…is designed to add to the debate that is taking place in the pages of this journal on the inherent frailty of marking practices and variability of standards (e.g. Baume, Yorke, and Coffey 2004; Norton 2004; Price 2005; Read, Francis, and Robson 2005; Sadler 2005; Hartley et al. 2006; Knight 2006).”
Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks (2007, methodology): “Benett (1993) argues to interpret the concepts of classical test theory (i.e., validity and reliability) in a broader sense, while retaining the essence of their meaning, and to search for appropriate ways of applying them to more qualitative assessment methods. Similarly, Martin (1997) states that ”