Cognitively-based Assessment of, for and as Learning (CBAL) is a project with the goal of developing and piloting a measurement approach that emphasizes assessment "as learning" by attempting to provide meaningful educational experiences for students and to increase teacher assessment expertise, pedagogical content knowledge, and pedagogical skill in mathematics. The assessment approach taken is intended to:
· Capitalize on new technology to make assessment more relevant, effective, and efficient,
· Primarily use extended, open-ended tasks,
· Measure student performance frequently,
· Be based on modern cognitive-scientific conceptions of domain proficiency, as well as upon curriculum frameworks,
· Provide formative and interim-progress information, as well as accountability information, thereby reducing dependence on the one-time test,
· Shift the end goal from improving performance on accountability measures that are generally intellectually shallow toward developing proficiency in the broader domain, and
· Enhance development and infusion of a rich mathematics disciplinary pedagogy into classroom instruction.
Creating an approach to assessment that achieves these aspirations and intentions is an exceedingly difficult challenge and requires overcoming numerous scientific, practical, financial and political issues.

This presentation will share this assessment approach and the progress made to date in achieving these aspirations. Achieving a rich mathematics disciplinary pedagogy through assessment is the main focus.