Educational contexts can be both enriched and impoverished by our relationship with learning and our 'identity stories' as learners influence how we construct contexts for learning. Keenoy et al. (2007) describe identity as a 'transient bridging concept' between the individual and society which is constructed through 'reflexive processes of naming, labelling, classifying and associating symbolic artefacts and social actors in a dialogical process of social definition and redefinition'. Can methods of assessment be constructed to afford reflexive, dialogical learning opportunities? This paper outlines the design and methodology of a reflexive framework for the summative assessment of abilities used on the Intermediate Level course at Northumbria University.