Today's students will require knowledge and skills that differ from those typically provided by schools. Comparisons of learning and assessments in informal, everyday settings (e.g., homes, businesses) with those that occur in typical school settings provide ample evidence that new assessment strategies are needed. Those comparisons reveal many differences between skills used outside of school, such as solving problems cooperatively with work colleagues, and those learned in school, such as solving problems in isolation (as dictated by most current assessment practices). The authors agree with many others that assessments of 21st century learning need to do more than show what students already know; they need to reveal and drive meaningful learning. With this in mind, the authors are designing new assessments and related curriculum practices that prepare students for successful futures. Traditional assessments are mostly non-interactive, test knowledge and skills in isolation and without providing students with access to real world tools (e.g., computers, social networks, inquiry skills), and result in a significant loss of instructional time for students. In contrast, their assessments are interactive and provide meaningful and socially relevant learning opportunities even when "testing" is taking place. (Contains 11 notes and 2 figures.)