Assessment of learning is based on shared responsibility, between academic and content/skill experts, and among the learning team. Students are coached on developing responsibility for documenting and defending their learning in relation to the standards and identified academic and personal goals.

Students are expected (and provided support) to communicate their learning through a variety of methods, including but not limited to, demonstration, informal and formal reflective writing, informal conversation and formal presentation, and both norm-referenced and criterion-referenced tests.

A strong emphasis is placed on formative and performance-based assessments, including portfolios and exhibitions of learning. Assessment is based on evidence and artifacts and feedback and assessment is made using rubrics. A student uses a collection of artifacts as the basis for the "preponderance of evidence" that demonstrates proficiency. Often students hear feedback like: "your work shows [here], and [this] is what you need to [get here]." Teachers use the phase "met or not yet" with regards to awarding credit..

A digital portfolio system provides the basis for timely feedback and communication to all members of the learning team and allows students to build a body of work for life. Student engagement in the portfolio system begins in the early grades, through developmentally appropriate use of communications technology, including photos, scanned work, and audio and video clips, and increases in sophistication over students’ educational careers.