Assessing students' knowledge is complex. Ideally, an assessment measures what students know about a given construct. Too often, however, assessments are complicated by miscommunication. Miscommunication occurs when students misinterpret the intent of the teacher's question and/or the teacher misinterprets the students' answers. This article presents examples that highlight assessment practices used in numerous middle-school settings. Most practices are useful in informing teachers, students, and parents of student progress. However, some assessments invite miscommunication more than others. Assessment practices that invite more miscommunication are presented first and then assessments that decrease its likelihood.