How can students-as-partners work inform assessment?

This fourth iteration of Voices from the Field highlights some of the many meanings and practices of assessment as faculty/academic staff, professional staff, and students define it and as they situate it in relation to students-as-partners work. The goal of this section of the journal is to offer a venue for a wide range of contributors to address important questions around and aspects of students-as-partners work without going through the intensive submission, peer-review, and revision processes. For this iteration of Voices, we invited responses to the question: “In what ways can students-as-partners work inform assessment?” Recognizing that assessment means different things in different contexts, we invited contributors to specify what definition they are working with.