Most teaching and assessment practices in higher education have been inherited through the fog of history. Does our system make sense? Professor Gray will consider “research-led” teaching, particularly relating to (bio)science degree programmes, and will find sensible practice. He will consider assessments and grading, and will be left less satisfied. He will argue that assessment need not be a “shadow or imitation” process (after Sawyer, 1943) where grades become a sterile and unsatisfying pursuit of other grades. Rather assessment, properly used, can be a powerful driver of education and learning. Assessment should be a cradle, not a tomb (after Sertillanges, 1921). This talk is aimed at a wide audience. Students, in particular, are welcome.