If we want students to take charge of their learning, we can’t keep relegating them to a passive role in the assessment process.When we leave students out of assessment considerations, it is akin to fighting with one arm tied behind our backs. We fail to leverage the best asset we have: the learners themselves. What might happen if students were instead at the heart of the assessment process, using goals and results to fuel their own learning? What if they were more assessment capable? (Absolum et al., 2009).