In this article, we have explored the issues that Ministries of Education confront in their large-scale assessment policies and practices as literacy curricula expand to include the new literacies of information and communication technologies. Based on a series of interviews with Ministry personnel, we have described their current progress to include the new literacies, plans for the future, and the dilemmas and challenges in considering the demands of new times. We argue for a more balanced approach to assessment and accountability, one that recognizes the limitations of current public accountability measures and situates them within a broader assessment framework. (Contains 3 tables and 2 notes.)