This paper examines Donald Schon's critique of Herbert Simon's "science of design" to determine whether later developments in Simon's thought--particularly, his theories of "bounded rationality" and "goal-less designing"--can contribute to an appreciation of Schon's notion of reflective practice. The paper then argues, that viewed through the optic of "assessment for learning," teaching may be conceived as "goal-less and reflective design," and the practice thereof may lead to more effective teaching. (Contains 2 notes.)