In this article, the authors describe how a syllabus can be used to set the stage for effective use of assessment-for-learning principles. Nearly all college instructors use a syllabus, but this document typically dwells on logistics and evaluation. Research has suggested that courses should go beyond evaluation to include aspects of assessment such as specific learning objectives, formative feedback to students, and adjustment of instructor practice on the basis of feedback from students. They believe that this refocusing should start on the first day of class within the syllabus. (Contains 3 figures.)