This issue will offer a fresh outlook on student assessment, going beyond already well-known terrain to take a critical look at our current learning assessment process, in Canada and internationally. Why do even recently-graduated teachers tend to assess the way they were assessed as students? What about grading – what do grades really measure, what is their purpose, and how accurate are they? Is it fair to incorporate the student’s behaviour in an evaluation of learning? Should student self-assessment play a role in the mix?