Assessment continues to play an essential role in student learning. Yet it struggles to keep pace with a fast-changing world. The internet has placed knowledge at students’ fingertips. So the focus of curriculum, everywhere, is shifting from an emphasis on factual knowledge to a balance of essential skills, competencies, and conceptual understanding. These changes in the focus of learning demand a rethinking of assessment. It can no longer focus primarily on the memorization of content but instead shift to an appropriate balance of what I call “write, do, and say evidence” — in other words, triangulation. Many policy documents now require teachers “triangulate assessment” by including observations, conversations, and products in their assessment routines.