Using our experience of a work-related learning project, run jointly between Newcastle and Northumbria Universities, in which 600 students annually undertake work placements, this paper focuses on the inherent challenges of using over 30 assessors to assess students. The assessors come from a wide variety of backgrounds and we have had to find solutions to the issue of consistency of marking across all assessors. Inevitably this has led to a process designed to make explicit the tacit assumptions which underlie our individual experiences of assessment and forge a common, clearly articulated understanding across all the assessors. We also recognise that this is an ongoing activity which needs continual attention to maintain and develop the community of practice and adapt to the changing environment in which we operate. [Note: The volume number (2) shown on the PDF is incorrect. The correct citation is v3 n1.]