In general, student-centered learning assessment needs to assess students' passions and interests, and assess them in such a way that it pushes them to learn in different ways. It relies heavily on rubrics to let students know what success looks like, and the steps between and unsuccessful learning experience and a successful one. It is also formative and flexible, and allows students to improve on works-in-progress.

Student-centered learning assessment can take on a few different forms. Here are examples of a few of them:

Self-Assessment: Students identify strengths and weaknesses in their own work and revise accordingly. Effective self-assessment involves students comparing their work to clear standards and generating feedback for themselves about where they need to make improvements. After students self-assess and revise their work, they can turn it in for a grade.

Peer Assessment: Peer assessment is students giving informed feedback to one another on an assignment. Effective peer assessment is related to clear standards and is supported by a constructive process of critique. Peer assessment is a valuable tool because feedback from peers can be delivered with more immediacy and in greater volume than teacher feedback. Peer assessment should happen during the learning process, on works-in-progress, and be followed by opportunities for students to use the feedback they received to revise their work.

Process Portfolio: A process portfolio is a purposeful collection of student work that documents student growth from novice to master. Successful process portfolios actively engage students in their creation, especially in determining their goals, selecting work to be included, and reflecting on how each piece demonstrates progress toward their goals.

The above is adapted from:

Student Centered Assessment Resources (2014). Retrieved from

Using Assessment to Create Student-Centered Learning (2015). Retrieved from