Table 1.

Categories and themes within the emergent conceptual framework

Themes	Categories
	Assessor characteristics	Assessors’ perceptions of the assessment tasks	Assessment context
Perceived challenges	Level of knowledge about  Content itself  What students know Self-efficacy in own assessment abilities	Varying beliefs about  Purpose  Authenticity  Guidance Lack of tangible standard	Perceived external pressure Desire to protect the ‘teacher role’
Coping strategies	Get involved with assessment Practice with peers, formal training	Adapting rules Adapting standard Normative standard	Adapting standard Second opinion
Personal development	Feeling of insecurity diminishes Expertise develops	Ownership of the assessment task ‘Absolute’ standard	Adapting examination rules and curriculum