An Assessment Audit is described consisting of 47 questions, each being scored 0 to 4, by the module team depending on the extent to which the audit point was satisfied. Scores of 2 or less indicated unsatisfactory provision. Audits were carried out on 14 bioscience- or medicine-based modules in 13 universities. There was great variability between modules in the hours spent by: (1) teachers in direct contact with students (12 to 914); (2) teachers involved in the process of assessment (2 to 372); (3) students actually being assessed (2 to 60 hours per student); and (4) students in the teaching and learning process (35 to 300). The highest scoring module obtained 133 out of 188 (71%) with 11 out of 47 items scored at 2 or less while the lowest scoring module obtained 47% with 27 items scoring 2 or less. Features consistently poorly addressed were: (a) consideration of learning objectives/assessment in other modules taken by the student; (b) consideration of consistency among multiple markers; (c) use of known mark sets to validate data processing; (d) availability of exemplar answers; and (e) feedback on end-of-module assessments. A common issue concerns the isolation of modules and module teams. This suggests the need for a strengthening of the course thread and emphasis on the totality of the student learning experience rather than the individual module. The audit provides a framework within which course teams can reflect on and improve the quality of the assessment in their module. (Contains 4 tables.)