There is little doubt that the assessment and evaluation of student learning, as well as the assessment and evaluation of a teacher's pedagogical skills and curriculum, is of tremendous importance. Indeed, without any evidence that learning is taking place, why should a school district invest time and resources in a given subject area? Yet students in physical education often receive no grade. When, on occasion, a grade is given, the criteria often include arriving on time, dressing out, and putting forth effort. No wonder that physical education as a profession is not taken seriously. Physical educators have the responsibility of providing students with a first-rate education, and it is imperative that they demonstrate that students are learning the skills they need to be active and healthy throughout life. This article examines practices that have led to the marginalization of assessment within physical education and provides concrete ideas to help students achieve more in the gymnasium while allowing teachers to meaningfully assess their work.