The recent recession, school budget cuts, and predictions of school libraries' demise because of technology advances put pressure on school librarians to prove the utility, relevance, and value of school libraries to student learning. While national studies document that school libraries increase student achievement, school librarians must demonstrate it locally time and time again. If student achievement is the goal, how do school librarians provide evidence of student learning in their school libraries? How do they assess progress? In this era of high-stakes testing and accountability, focus is placed on statistically measured outcomes: scores on state-required standardized tests that may or may not actually measure knowledge. Even if they do, standardized tests do not verify that students know when, where, why, or how to use information. Too often, the "knowledge" is forgotten upon test completion. Focus on test scores reduces students to cogs in the educational machine that seeks to perpetuate itself by churning out statistical confirmation of its value. It fails to acknowledge educators' responsibility to prepare students for the 21st century workplace, create information and technology literate citizens, and nurture positive dispositions for lifelong learning. These goals are accomplished only when students are considered holistically, as people with strengths, weaknesses, learning styles, multiple intelligences, values, and cultures--not just the total sum of their test scores. Done well, assessment not only provides evidence of student learning, it supports and makes possible student learning.