This article seeks to explain why, even in norm referenced assessment environments, students and other stakeholders should not be concerned that students who help peers learn are negatively impacting their own assessments. The article opens with a review of assessment options: norm referenced, criterion referenced and ipsative. Next, Social Interdependence Theory is explained for the insights it might offer as to how students view their peers' success. The article's third section summarises some of the research on peer learning, in particular research on what forms of peer interaction might best promote learning. Finally, the article examines three contexts in which norm referencing is applied--standardised exams, class grades and class ranking--and concludes that the chances are small of groupmates' success diminishing the success of students who have helped their groupmates. This conclusion is reached based, first, on mathematical calculations and, most importantly, on the research based premise that when students provide elaborated help to groupmates, the helpers are likely to boost their own scores.