Teachers as partners are willing to give their students an alternative opportunity to show that learning has occurred. Teachers as partners have learned from their students that not all learning takes place at the same pace, intensity, or time, and that assessment reflects what students have learned not just what they can repeat back to the teacher. Students as partners are involved in creating some guidelines for assessment, and teachers as partners encourage the sharing of knowledge. Assessment is more accurately defined as the discovery of the amount of growth that takes place in the student. In other words, the process and progress weigh heavier than the product. Teachers as partners in meaningful education look at the student, not a piece of paper, when it comes to assessment.