Students’ underperformance in assessments is often attributed to their background characteristics or perceived diversity. Such underperformance may also be due to unfair assessment designs that exclude certain students. This article aims to introduce inclusive assessment practices so that diverse students can benefit from them and are not disadvantaged by assessment practices. In this article, we discuss three central concerns related to traditional assessment design, achievement of learning outcomes, and academic integrity and critique the assumptions underlying assessment design. This article describes connecting the classroom to real-world experiences, progressive assessment, and assessment for distinctiveness to recognize unique and complex student achievements as contemporary approaches to assessment for inclusion. As a result, assessment for inclusion combines the best practices of inclusive practice and good assessment design that better prepares students to succeed beyond the classroom.