To ask "how teachers and students are doing" is to reclaim the personal view of learning as critically involved with others in the development and definition of ourselves. Overcoming assessment as currently enframed would reinvigorate the relationships between teacher-student and student-student as a reclaiming of the praxis of education. By asking "how teachers and students are doing," there is advocacy for increased dialogue and dynamism in education and against the passive, compliant reliance on quantitative, mechanical methods of assessment. In this manuscript, the author begins the process of reframing assessment by thinking differently about assessment.