We invite faculty, postdoctoral fellows and graduate students to join us to address the strategies for implementing learner-centered instruction including issues of time, resources, and how to redesign curriculum. The focus of the workshop is how to use assessments to drive instructional decisions. Based on research about how students learn, we will work with assessments for use in both large and small enrollment courses. The participants will actively learn by doing – in this case, using backward design to (1) develop course goals and daily objectives, (2) create assessments and use existing instruments that measure students’ achievement of the objectives, and (3) design instruction that actively engages students in learning biology. Throughout the workshop, we will address the practical realities of classroom logistics and time for processing, analyzing, and storing assessment data. By the end of the workshop, participants will have more tools and data to support their decision to teach science as it is practiced, that is, scientific teaching. We designed this workshop in collaboration with the facilitators of workshop on Tuesday at noon - Using Journal Articles as Teaching Tools.