The use of assessments in public schools in the United States to link student test scores to school performance has arguably transformed assessments into accountability tools. Dennis S. Rosemartin, a former elementary classroom teacher, is currently a PhD candidate at the University of Arizona. His area of specialization is teacher preparation and his interests include assessment practices and curriculum theory. In this article, Rosemartin theorizes that there appears to be a need to shift toward assessment for learning practices, and focuses on four areas to support that argument. This focus begins with an examination of the negative effects of using high-stakes assessments as the main accountability system for schools. The article then discusses the underlying assumptions of learning that are inherent in different types of assessments. What follows is a comparison of the purposes of formative and summative assessments. The conclusion provides a framework and some examples to help teachers develop and implement assessment for learning practices. (Contains 3 tables.)