Students and faculty are often co-learners, and effective learning experiences include group learning, peer tutoring, and collaborating with others on projects. Because students are a major source of feedback, students learn from and with each other. Students also learn in many other situations and from many other sources outside formal settings. Students learn as citizens, with and from others in the public domain. Students should actively participate in the assessment of their own work.
Educators have primary responsibility for establishing the criteria and methods of assessment.
Assessment processes should directly relate to course and curriculum goals. Assessment is most effective when it yields feedback that is part of a continuous improvement process for the individual student's performance, and in turn, the curriculum. Abilities must be developed and assessed in multiple modes and contexts When students have repeated opportunities to experience, practice, and assess an ability in varied contexts and at varied levels, the ability becomes an integral component of the student's behavioral repertoire. Multiple experiences in varied situations contribute to the transfer of an ability. Assessments should require performances that are related to those required in actual or anticipated situations.