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This article examines the process of change experienced by 2 veteran teachers-Elly Marks and Lena Schwarz-during their participation in the University of Colorado (CU) Assessment Project. The purpose of the project was to help teachers design and implement classroom-based performance assessments compatible with their instructional goals in mathematics and literacy. Three patterns of change were prominent in the teachers' experiences: (a) instructional and assessment practices characterized by a greater emphasis on conceptual understanding, (b) higher expectations for students, and (c) a shift in teacher roles characterized by "letting go of control" to facilitate more active student learning. Situational factors such as collaborative working relationships, workshop sessions, and resources provided by the CU team, and personal factors such as beliefs about teaching and learning, and the timing of the project in their lives, contributed to and sometimes challenged the teachers' attempts to change their practices.
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