What would it look like to engage in more humanizing assessment practices, practices that support the positive development of students' identity, agency, and belonging? In a Southern California school district, a group of teachers have been working toward doing exactly that. One of the first things the teachers did was to recognize that the curriculum-embedded assessments were too long and were not providing evidence of student learning that was helpful to the formative process. Together they crafted shorter assessments aligned to major mathematical takeaways that provided more robust ways for students to show their thinking. These educators also needed to shift their own views about how and why they were using assessments to begin with. Assessment had morphed into a practice of compliance--sorting students and reporting their progress--rather than a process in which student thinking was elicited in multiple ways, interpreted, and used to inform further teaching and learning. If the goal is to elicit student thinking in ways that recognize and embrace their humanity, how do the assessments used do this? How is student thinking made visible in ways that foster a positive mathematical identity? What information can be gleaned from the tasks provided to students and the ways in which we listen to them?