Despite clear evidence that formative assessment creates vantage points throughout the teaching-learning cycle for both teachers and students, research suggests that teachers are not taking advantage of the full cadre of formative assessment strategies available to them--particularly those that have been associated with improved student learning and achievement such as questioning techniques, feedback without grades, self-assessment, peer-assessment, and the formative use of summative assessment. When educators participate in sharing stories, take part in internal accountability practices, and build networked learning communities, the philosophy of assessment and school culture begins to move forward. Generating coherence and synergy between Ministries of Education, Education Faculties, school boards, and school policy is essential in order to successfully construct a medium where research results can influence practice. (Contains 9 endnotes.)