How has access to ubiquitous content online and to open education resources changed how students tackle an assignment? How has it changed how instructors create assignments? What is now possible for creating assignments, which do more than "test understanding", but create challenges, controversy and provide an opportunity for students to co-create knowledge? If the pivot to online learning has done anything, it has opened up new approaches and thinking about assessment. If you are rethinking what you assess, how you assess and how you engage learners in the design of their own assessment then this is a "must-read" book.