In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture--the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium in play. There is a new stream of progressive-minded pedagogical reform rekindling the fire for higher-order thinking, project-based learning, and learning that transfers to new and different situations and problems. This is a perfect storm--a genuine opportunity to change the course of assessment for accountability and classroom decision-making. Our hope is that readers will find our perspectives useful as we collectively avail ourselves of this unique opportunity.