In this chapter, I outline the importance of designing accessible and differentiated assessments by reimagining traditional assessmentAssessment categories and embedding principles of inclusionInclusion from the start. The chapter challenges the dominance of summativeAssessmentsummative assessmentAssessment, formativeAssessmentformative assessmentAssessment and pre-assessmentAssessment as fixed categories and instead reframes assessmentAssessment as a flexible, iterative, equitable process. It advocates for varied ways of gathering evidence of student learning that uphold high expectations while attending to student diversityStudent diversity. IbDInclusion by Design asks teachersTeachers to refine their assessments throughout their units of work, as to avoid static documents.