AbstractThe paper describes the context and work of a recently completed study of school‐based examining—'School‐based Examining and the Professional Development of Teachers'. The paper reports on the contribution which school‐based examining can make to professional development and curriculum development, and outlines the conditions which sustain school‐based examining in the long term. It is argued that school‐based examining is a significant mechanism used by teachers engaged in curriculum development and that the experience so gained might be useful when considering accountability in terms of self