There is a saying: “If you don’t assess what’s important, what’s assessed becomes important”. What we assess in our courses sends a not so implicit message to our students about what they know and be able to do. If we only assess recall of facts and rote problem solving, then that is what students will learn - even if we have more profound goals in mind. In this workshop participants will use evidence based approaches to developing assessments that incorporate both the “big ideas” of a particular discipline and the practices of science and engineering (for example using models to explain and predict, and constructing explanations). That is we will develop assessments that ask students to use their knowledge - rather than regurgitate it.