For many degree programmes, including those within the School of Agriculture, Policy and Development (SAPD) at the University of Reading, modularisation has resulted in increased flexibility of degree programmes and a wider choice of modules offered to students. An important consequence of this is that module co-ordinators and programme directors may no longer have the same detailed knowledge of the amount, timing and diversity of assessments (coursework) being undertaken by their students. This situation may be further compounded when students study modules that are co-ordinated by a number of different Schools. The first aim of this project was therefore to provide a systematic methodology for analysing the nature and timing of assessments from a range of degree programmes using "electronic assessment diaries", which we designed for this research. These diaries, completed by undergraduate volunteers, recorded details of all coursework assessments, module by module, for the autumn and spring terms 2003/4. A further aim of the research was to provide information to Course Directors to enable a more pedagogic and informed approach to future changes in assessment practices. The discussion reflects on the use of the electronic diaries and the provision of assessment-related information to programme directors and lecturing staff. (Contains 7 figures, 1 table, and 3 footnotes.)