I would venture that all learning involves a transformation of identity. As it is mostly gradual this is not sufficiently recognised. Take a moment to think about it in your own terms.
Then think about the absurdity of assessing that change against externally imposed criteria. Who are you working for when you do that? Whose agenda?
Education should provide frameworks for emergent learning, In fact a curriculum is precisely that, it sets a framework. The problem is the belief that only one emergent result is valid. And this belief stifles identities.
Ipsative assessment approaches are arguably the only truly democratic way to go about assessment. They are the only way to respect individual freedoms and identities. However they require a lot of rigour and reflection to work (let alone to answer the critiques of the usual social engineers) and our systems are not used to that. But it is valuable to try.