Assessment makes visible what we value and reciprocally what is assessed tends to become what is taken to be of value. Building on this, it can be argued that assessment does more than measure what is present rather it 'makes up' people. This piece offers a reflective commentary some of the insights to be gained from the Research Analysis and Insight into National Standards (RAINS) project, which was conducted by Martin Thrupp from 2010 to 2013. The RAINS project reports on student, teacher and parent views of the impact of the so-called National Standards in reading, writing and mathematics teaching, learning and achievement. Three points are highlighted: (i) impacts on learner identity, (ii) the role of the 'technologies' used in the representation and sharing of evidence, and (iii) impacts on curriculum of what is assessed and the implications of this for what students aspire to know and become. The proposition is that these points are as relevant today as they were over ten years ago when Martin conducted the RAINS project research which poses a challenge for educators and education researchers. Martin's provides an example of how we might respond to this challenge.