Simultaneous with a call for standardized assessments to assess developing rather than preexisting or surface knowledge (Sawyer, 2006) has been a growth in awareness of the unavoidable interactive nature of any form of assessment and this awareness has created a social turn towards approaches to language assessment (McNamara & Roever, 2006). Following on previous research investigating the link between instruction and dynamic and curriculum-­based assessment (Lidz, 1991), this study attempts to go a step further and examines integrating instruction, the curriculum, and dynamic and standardized criterion-­referenced pre/post-assessments. Results show that through integration learners performed significantly better on both forms of assessment. Learners also expressed positive washback and a higher task-intrinsic motivation to participate in more integrated forms of assessment. These preliminary results suggest that dynamic and standardized forms of assessments may be commensurable, and integrating them might also be effective in unlocking some of the discretely organized knowledge found in standardized assessment, which provides support for further direction to the social turn in assessment.