One of the main challenges in large undergraduate courses in higher education, especially those with multiple-sections, is to monitor what is going on at the section level and to track the consistency across sections in both instruction and grading. In this paper, it can be argued that a combination of both formative and summative assessment is necessary in order to cope with the aforementioned challenge. A combination of the two types of assessment is necessary so instructors can provide formative assessment for learning and summative assessment for assuring that the formative assessment is done appropriately. In addition, the combination of the two also aids in other instructional challenges such as time management, instructor training, and balancing coursework overload. The proposed instructional perspective is illustrated by the Assessment Clock model that shows when to conduct the various assessment tasks, their frequency, and by whom, along with supplementary explanations and clarifications.