This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book argues that university assessment can and should be reframed to enable students to thrive in a world without marks, grades, rubrics, explicit criteria and markers. It provides the concept of evaluative judgement. The book traces the historical development of evaluative judgement over time. It situates evaluative judgement within other key concepts in the literature, such as self-regulated learning and metacognition. The book focuses on evaluative judgement for learners' practice and work. It applies disciplinary and theoretical perspectives to evaluative judgement. The book also provides evaluative judgement in terms of student capabilities. It takes about representational and sociocultural perspectives of standards and suggests a view of evaluative judgement as performing the standard.