The purposes of large-scale assessment and classroom assessment are often seen as distinct: Large-scale assessments, including school district, state, and national assessments, are directed at the formative and summative assessments of educational programs, while classroom assessments are focused primarily on the educational status or progress of individual students. Looking beyond this superficial view, however, it is apparent that some very important links between the two need to exist in order that they constitute a coordinated system of assessments. Wilson and Sloane have developed one such coordinated assessment system, the Berkeley Evaluation and Assessment Research (BEAR) System, in order to frame classroom assessments within a structure that makes explicit the sorts of validity and reliability evidence that have long been a requirement for large-scale assessment. This chapter explains the principles of the BEAR Assessment System and describes their application in the Issues, Evidence, and You (IEY) curriculum. The authors conclude with a discussion of how to formulate a framework for understanding the relationships between classroom and large-scale assessments. (Contains 3 tables, 3 figures and 1 note.)