The terms assessment, evaluation and quality assurance have various interpretations in higher education. The first two, assessment and evaluation, share considerable conceptual ground and interconnected histories. Quality assurance, on the other hand, is a more recent development. The issue of academic achievement standards in particular has significant implications for quality assurance. The first half of this article provides a selective broad-brush outline of the topics just described. The second half is about an emerging concept, grade integrity, which is focused on the trustworthiness of course grades recorded on student academic transcripts. This focus serves as a platform to illustrate: how difficult issues can be analysed; why established conventions and assumptions need to be challenged; and how ways forward can be sought out and thought through. The context for the paper is higher education but the principles also apply to other educational sectors.