In the educational context, any act of teaching and learning goes hand in hand with assessment, either to support the learning process or to help establish the extent of attainment of target goals of the teaching–learning program or both. This chapter covers the theoretical perspectives underpinning classroom assessment practices, frameworks and assessment models developed as potential guides to planning and implementing productive assessment, as well as examples of assessment tools (forms, methods, strategies or instruments) relevant to chemistry teaching and learning contexts.