There is a growing realization that assessment of learning is not a neutral or objective activity as currently practised. Enabling a focus on equity and inclusion as a practice rather than a rhetoric requires new approaches to the design and deployment of assessment. This book explores both the rationale and opportunities to change how we conceptualize, design and enable assessment from a perspective of social justice, equity and inclusion. Although grounded in a solid analysis of the socio-political context of higher education, the book is immensely practical and useful. A good read.