Student‐generated assessments involve learners contributing somehow to the means of assessment, for example selecting work for a portfolio, writing test questions for other students, or using assessment criteria to give feedback on particular pieces of work. As well as providing student‐relevant assessments for future use, involving students in this way can help their learning of language and skills, as well as motivate them and give them useful skills for independent learning in the future. Students can be prepared for this kind of peer teaching/assessment role through careful selection and staging of tasks; online social media provide further support for this type of activity.