In this article, the authors describe an assessment-centered teaching (ACT) framework they developed to communicate the integration of assessment and instruction. The framework is a visual representation of the relationships among the fundamental elements of assessment knowledge: the characteristics of quality goals for student learning and progress, quality tools (i.e., assessment tasks and scoring guides), sound interpretation, and quality use of evidence. The authors' reflective ACT portfolio allows teachers to use their reflections to "act in a deliberate, intentional manner" to improve student learning. (Contains 4 figures.)