This book introduces the reader to a collection of research-based works by authors that examine assessment and the application of professional judgment guided by assessment for learning in contrast to the more normalizing assessment of learning that currently pervades the nature of assessment in teacher preparation. This book is an important read for teacher educators, Pk-12 school leaders, and policymakers interested in examining the critical role of assessment, its impact on teaching and learning, and its connection to access and equity. This collection can inform future models and practices, and underscores the need for deconstructing the complexities of the work of teachers.