Art teachers may find student assessment stressful when they fear that the rigid criteria might stifle creativity (Gruber & Hobbs, 2002), while others will see assessment as a valuable tool that sparks possibilities for future projects (Schönau, 2012). In September 2016, the author decided to focus for an entire year on developing new formative and summative assessments that relied upon students and teacher engaging in conversations centering on the students' process and growth as an artist instead of the final art product. Formative assessment consisted of biweekly structured peer-to-peer conversations focusing on techniques. Summative assessment must result in a grade, so students would discuss their work with only the teacher. Unlike traditional critiques where the teacher or mentor is viewed as having superior knowledge, the author embraced a type of co-mentoring as described by Barrett (2000). Within this model, co-mentoring provides a fluid relationship between the teacher and the student in which a sense of caring emerges and where the student is heard. Assessment White Papers for Art Education is a collection of essays that teach about current and established assessment practices and theories, and how they are relevant to all of the National Art Education Association's membership. This series offers a starting point for NAEA members--across all levels--as well as parents, administrators, and the general public to understand assessments' applications to art education.