In constructivist learning environments, assessment becomes part of the pedagogical process rather than remaining isolated from instruction, thus enhancing learning. Teachers express concern about being too subjective when implementing performance assessments in their classrooms and need specific training to modify traditional beliefs. Social constructivist learning theory suggests that development and learning are social processes which emphasize that all students can learn. Classroom assessment uses must be changed by: modifying traditional belief systems attached to measurement-driven classroom assessment and changing the form and content of assessments to align the purpose of improving learning for all. In social constructivist environments, teachers enhance learning by encouraging students to problem solve rather than using assessment for punishment and reward. Productive instructional assessment involves aligning assessment with the purposes of instruction. Assessment tools must relate to the task at hand. Validity should be taught from the perspective of decisions made instead of more psychometric viewpoints. Defining validity shifts from focusing on assessment for measurement to assessment for instruction. Applying instructional assessment strategies in social constructivist learning environments creates challenging curricula that embed assessments to support learning for all. Teachers' practices aligned with these theoretical views follow closely with standards-based reform rhetoric. (Contains 20 references.) (SM)