"Feeding up" establishes a substantive line of inquiry that compels learners to engage in investigation and inquire. It also forms the basis for the assessments that follow. Once students understand the purpose and begin to work, they receive "feedback" that is timely and scaffolds their understanding. Based on their responses, the teacher gains a sense of what learners know and do not know. These practices drive a "feed forward" system that informs the teacher about what needs to be taught, or what students need to experience, next. In this article, the authors describe how a kindergarten science teacher used this inquiry-based approach to assessment with her students during a unit on conservation of resources. She found that this approach to assessment allowed her to make adjustments in instruction and experiences as students needed them, rather than wait until the end of the unit. In addition, this formative assessment system complemented her inquiry approach and the information she collected about student understanding did not interrupt her students' investigation. (Contains 2 figures and 1 online resource.)