Accrediting agencies for English language programs, such as the Commission on English Language Program Accreditation (CEA), require a plan in writing for monitoring and reviewing assessment practices. Nonetheless, web-search queries such as "assessing assessment," "how to assess assessment," "assessing assessment reliability and validity," and so on do not yield results that provide a systematic process for assessing assessments. Eman Elturki's multiple search attempts resulted in articles related to, for example, classroom strategies for assessing students, the use of rubrics, areas to be considered when developing assessments, and explanations of assessment-related concepts such as validity and reliability. These are valuable resources for assessment but do not suffice for what he wanted: a comprehensive assessment framework that guides the phases of the assessment cycle, from pre-assessment creation to post-assessment analyses. This article is a result of research on how to revitalize assessment practices in a universitybased intensive English language program in order to maximize validity and reliability and meet accreditation requirements. This includes standardized measures and guidelines for teachers to draw upon (1) prior to constructing an assessment, (2) when constructing the assessment, (3) while administering the assessment, (4) when grading the assessment, and (5) after grading the assessment. Programs as well as individual teachers can adapt this assessment framework to enhance their assessment practices and fulfill accreditation requirements.