It is widely accepted that concept maps are a meaningful learning tool. Even so, the use of concept mapping as a meaningful learning tool is probably less common than the use of concept mapping as an assessment tool. In first place, the easiest thing to with a student's concept map is to apply a rubric and give it a grade. And second, teachers often believe that by using a meaningful learning tool, their students are learning meaningfully while constructing their concept maps. We are then missing on the greatest power of the concept map, its use as a tool to learn meaningfully. In this paper we examine the difference between using concept maps for learning and for assessment, and propose steps on how to move towards the use of the tool to improve students' learning and understanding.