Such requests for information seem burdensome when they're not connected back to later improvements. It's important that assessment requests be public, sensible, and relatively easy to implement. If we ask others to participate in an assessment, we need to make clear what we're doing, why we're doing it, and what will be the institutional and personal benefits that should follow. And that's not good. But that's badly done assessment, I'd argue.
Good assessment is a boon for teachers.
It helps us understand our work, and it helps us plan. It's organized reflection. Portfolios are a wonderful mechanism for inviting students into assessment cycles. Writer's letters, or other reflective pieces in which students write about their work to a supportive audience, are another. Assessment can help make students more aware of their personal goals, and how those goals intersect with institutional goals.