Chapter 27 stresses the importance of connecting assessment with learning and of assessment prior to implementation of instructional design based on the backward design principle (Wiggins & McTighe, 2005). Backward design contrasts sharply with the traditional approach of planning instructional activities first and designing assessment later in the general instructional process. It also urges teachers to set clear learning objectives as the first step of curriculum design. After offering a short overview of key assessment types for different purposes, it presents Integrated Performance Assessment (IPA: Adair-Hauck, Glisan & Troyan, 2013) model by discussing how language proficiency and skills in real use of grammar and vocabulary can be measured in actual performance assessment. Actual students’ outcomes after implementation of IPA in an Advanced Korean class are collected and analyzed based on rubrics that can be used as standards for scoring. The chapter also analyzes whether there are correlations between IPA results and Proficiency outcomes.