This chapter provides an account of how the curriculum of a part-time, online Master’s programme in language testing, delivered by distance, was conceptualised and modified over almost two decades, and the extent to which elements of the programme impacted on alumni’s professional practice in language assessment. We draw on data collected as part of a wider oral history project, and specifically reflect on:
• The range of considerations guiding the original development of the programme’s structure and pedagogical approach
• Factors influencing subsequent changes to the programme’s content and delivery
• The programme’s role in developing the knowledge and skills of emerging language testing specialists
• The impact of learning on students’ subsequent professional practice