Assessment reform has been on the educational agenda of many countries for at least two decades. In this article - which begins by charting what lies behind the calls for a paradigm shift in assessment and what is being proposed instead - classroom assessment is explored in detail in relation to its links with teacher and student assessment, as well as with formative and summative assessment. The emerging notion that classroom assessment embodies all forms of assessment that take place within the confines of the classroom is subsequently analysed from an 'assessment for learning' perspective, which is increasingly being accepted as the way forward if teaching, learning and assessment are to become fully integrated as demanded by the underlying philosophy of the new, alternative paradigm. However, noting the gross difficulties facing the translation of new policies into classroom practices, the article finally suggests what can be done to rectify this certainly frustrating, but also potentially dangerous, situation.