Competency-oriented curriculum standards can shape classroom practice only when teaching, learning, and assessment work as one process. Many lessons still separate them. Teachers place objectives in lesson plans, follow the textbook in class, and check learning mainly through homework and tests. This article treats integration as more than a formal match among objectives, activities, and assessment. It uses learning objectives as the basis for classroom decisions. Teachers first turn curriculum standards into clear statements of what students should know or be able to do. They then design tasks that show whether students have reached those goals and arrange activities that help them do so. Evidence gathered before a lesson shows what students already know. Evidence collected during the lesson guides changes in content, pace, and support. Feedback shows students what they have achieved and where they still need work. Results from one lesson also shape the next set of priorities, follow-up tasks, and lesson plans. The model moves from objectives to evidence and then to action. In this cycle, assessment supports learning and guides later teaching. Its role extends beyond assigning a final score.