In Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration, Linn and Eylon make a critical shift in the focus of assessment. In the quest to assess what students learn, they show why we must also assess how they learn. These researchers argue that this approach to assessment can substantively increase the quality of student knowledge when embedded in a process called “knowledge integration” (KI). They also demonstrate how KI can improve the quality of science learning overall when instruction, assessment, professional development, and school leadership are systematically aligned. These ameliorative possibilities begin with a simple premise: “Everyone can learn science” (p. ix).