While blogs, wikis and many other Web 2.0 applications can be employed in learning settings, instruction is not the primary purpose for these tools. The educational field must actively participate in the definition and development of what repurposed or new Web 2.0 applications means in educational settings. One way of viewing this needed transition is to compare--having tools that function to simply automate existing tasks to ones that facilitate change in practice. Bain (2007) describes this transition as becoming a "pointy end" application. An example of the transition from a blunt tool to a pointy application is presented in this paper as the re-development and iterative design of several features of an online case building tool, "CaseMate." A tool initially developed as a case builder is repurposed and sharpened to function as a new tool for rapid deployment formative evaluation results, a key in design and instruction practice. In this article, the migration from blunt to pointy is documented by the selection of an instructional focus (formative assessment), an evaluation of the previous interface, and finally a description of the redesigned interface to provide an initial roadmap for others interested in developing similar applications. (Contains 3 figures.)