The Army Learning Model (ALM) discusses the importance of using valid and reliable assessments in training technologies. It specifically mentions the use of pre-tests to tailor training and post-tests to ensure that learning has occurred to a standard. However, other than these recommendations, the ALM does not address how assessments should be designed, delivered, and otherwise used to maximize Soldier training. Questions regarding which type of assessment should be used, the optimal frequency of assessment, and how to automate assessment in collaborative problem-solving scenarios remain to be answered. To address these issues, the U.S. Army Research Institute (ARI) and ICF International developed prototype training that provides a test-bed for conducting research on assessment strategies with maturing training technologies. The training content, which teaches Soldiers how to operate a common piece of signal equipment, is delivered via a mobile device, virtual classroom and game-based training platform. The mobile training focuses on declarative knowledge and covers basic terminology and principles for operating the radio; the virtual classroom covers more advanced procedures topics; and the collaborative scenario serves as a capstone exercise where Soldiers apply the knowledge they gained from the mobile and virtual classroom in a team-based problem-solving task. Assessments are integrated within each training platform to track learning. This paper discusses the development of the prototype training and assessments, including a discussion of the prototype concept, the instructional design approach we used to develop the training and corresponding assessments, and the technology considerations and constraints. Then, we describe the results of a beta test that examined the validity and usability of the training platforms and assessments. We conclude with a discussion of future research, which examines critical questions regarding the design and delivery of assessments within the prototype training.