Abstract
Abstract Sometimes assessment can be a drag. Imposed as an accountability measure, assessment feels like an extraneous burden, a bureaucratic boondoggle. Nothing frustrates an educator (or a student) like data-demanding, time-sensitive, box-checking exercises. However, when assessment is undertaken in the right conditions—a collaborative, supportive, inclusive environment—and for the right reasons—to find necessary answers to important questions concerning our teaching, student learning, and our institutions—an extraordinary alchemy can occur. Under these conditions, assessment can be transformative.
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