The proposed session sought to engage participants in a discussion about building assessment practices with students, as opposed to for students. Critical pedagogy may provide one way to redefine this previously uni-directional practice (Keesing-Styles, 2003). This approach concentrates student experience at the center of assessment, causing a power shift in status quo assessment dynamics. Engaging students can reveal that assessments do not indicate the conclusion of learning, in turn helping students perceive learning as a lifelong process. The following proceedings present major ideas and questions which resulted from the discussion, including theoretical uncertainty and barriers towards implementation. Suggestions for future research and practice are also proposed.