the form of grades or ability to advance within a structured curriculum is a form of power held by an institution. Nonetheless, the literature on feminist pedagogy does contain a few examples of feminist assessment techniques. These techniques decenter the power structure upheld by traditional assessment by focusing on student voice and experience, which allows students agency as they participate in the assessment process. The use of journaling is considered to be one feminist assessment technique as well as the idea of "participatory evaluation," or evaluations characterized by interactivity and trust. Assessment techniques borrowed from critical pedagogy should be considered when thinking of feminist assessment approaches. These may include involving students in the creation of assessment criteria or peer assessment or self-assessment. Finally, Accardi argues feminist assessment approaches can be embedded into more traditional forms of assessment (such as classroom assessment techniques or performance assessment techniques) if students are allowed to reflect on or evaluate their experiences. Surveys, interviewing and focus groups, too, could be considered assessments with a feminist approach provided that a student voice or knowledge is sought. These assessment strategies should be tailored to the type of instruction taking place; performance assessment techniques may be more appropriate for short term instruction. If the instructor has more time with the learner, then the opportunity for more in-depth, reflective feedback and assessment is possible. Critiques There are several elements of feminist pedagogy that has been criticized over the years. The distinctiveness of feminist pedagogy from other critical and progressive pedagogies have been brought into question. Feminist pedagogy shares intellectual and political roots with the movements comprising the liberator education agenda of the past 30 years. These movements have challenged traditional conceptions of the nature and role of education, and of relationships among teachers, learners, and knowledge. They have promoted efforts to democratize the classroom, to clarify and expose power relationships within and outside the classroom, and to encourage student agency, both personal and political. Moreover, they have called for education to be relevant to social concerns, arguing that knowledge generated and transmitted in the classroom should relate to the lives of those it describes and facilitate social justice in the world at large. Exploring the similarities between feminist and other critical and progressive pedagogies, the argument that feminist pedagogy is not entirely distinct from other pedagogies in its ideologies and strategies contains some validity. Feminist pedagogy aims to redistribute