The author describes the manner in which student learning outcomes can be successfully measured, in a student-centred classroom environment, using both formative and summative approaches. He argues that by carefully planning units of work and/or individual activities in negotiation with students, it is possible to ascertain what they already know and understand about a subject and what skills and interests they may bring to the study of it. It is then possible to assess the growth of students' knowledge, understanding, and skill during, and at the end of, an activity or unit of study and report on this personal growth.