This paper discusses three different but related perspectives of integrating assessment and instruction from a theoretical perspective. Each of these perspectives is discussed based on the literature to highlight how they may be viewed in the notion of assessment as an integral part of assessment. The theoretical orientations considered here are concerned with the role of assessment in supporting teaching, which is also commonly known as formative type of assessment. The paper further indicates potential benefits in the learning of mathematics with respect to each of the three perspectives. The potential benefits for the last perspective have been emphasised in detail in cognisance to their direct relevance to the learning process.