Many schools and states have moved in recent years to more "authentic" ways of assessing student learning. However, most assessments are essentially summative, one-shot measurement of outcomes. This book is based on the work of Designing Schools for Enhanced Learning, a group of schools and educators that have worked with the Regional Laboratory for Educational Improvement of the Northeast and Islands to better integrate teaching, learning, and assessing. Its guidelines were developed within the context of the National Education Goals, with an emphasis on the community. This guidebook outlines a process for redesigning schools in which learning, teaching, and assessing are strongly interconnected. Its framework is based on the premise that knowledge about learners and learning drives good teaching and assessment. Chapter 1 depicts a process that can result in a learning-driven education for all students. It discusses the definition of community as it relates to schools and the role of a multiconstituent design team. Chapter 2 illustrates principles of learning and development and describes current work to redefine learning outcomes that are important to all students. The third chapter presents current thinking about assessments and issues to consider as assessment plays a broader role in learning. The fourth chapter describes principles for designing new learning environments, taking into account the issues that challenge all school-community members. Appendices provide information on group activities, evaluation techniques, and innovative assessment plans. Fifteen figures are included. (Contains 154 references.) (LMI)