Performance tasks are particularly useful in displaying both students’ knowledge and their cognitive and social processes, and this information can aid teachers in planning subsequent instructional interventions. Changes in assessment can be crucial in the knowledge creation approach by supporting the continuous improvement of students, teachers, and schools. Self-assessment and peer assessment can be particularly important in supporting the development of meta cognitive skills and continuous improvement (Bransford et al., 2000; Shepard, Hammerness, Darling-Hammond, & Rust, 2005).