As student achievement data are increasingly included in teacher evaluations, principals are responsible for ensuring that the results of classroom-based assessments are included in those data. Integrating formative, classroom-based assessments into every student learning experience is a practical way to enhance student learning and give teachers valuable feedback about student progress. Those assessments generate data that teachers and principals can collect over the course of a school year to consider along with data from standardized tests. The authors' experience has shown that a particular type of assessment--"reflective assessment"--reaps large rewards for both students and teachers. Reflective assessment is a formative approach that emphasizes the joint participation of teachers and students in the assessment process. One of the reasons that reflective assessment is gaining popularity in classrooms and schools is that it is not an add-on. Instead, it is a value-added tool that builds teachers' and principals' understanding of how to design and implement strategies that increase student achievement and that can be incorporated into the already-established daily routine of the classroom. In fact, many teachers who begin using reflective assessment soon realize that it is a perfect way to make good use of what had previously been dead time in their classroom. Each of the strategies presented in this article has merit, but they must be undertaken regularly to build consistency for the students. The teacher must provide some guiding feedback to students in a timely way and create a classroom environment in which students are comfortable admitting to having questions or lacking understanding without fear of repercussions or belittlement (Ellis, 2010).