This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book orients us to a diverse range of theoretical concepts and tools that might help us to conceptualise assessment for inclusion. It challenges assumptions about assessment seeking to disrupt the taken for granted or norms of practice. The focus then shifts from the procedures of assessment (e.g. fairness) to also include outcomes of assessment that are inclusive and just. The book orients us to specific facets of assessment for inclusion that necessitate reflexivity, accountability, and care. It focuses on what communities and/or institutions can and should do to foster more equity in assessment through policy, ethical, legal, and validity frameworks. The book aims to foreground research and scholarship that influences changes in curricula and draw recommendations for improving inclusion and equity in assessment as well as warning of potential pitfalls.