A key question of concern to academics around the world is whether the assessment processes used in higher education institutions promote or restrict student learning. With this in mind, the aim of this chapter is to encourage critical examination of assessment practice and the part assessment plays in the learning process. Of the three core components of academic activity—namely teaching, learning and assessment—it is this third element, assessment, which can consume the most time in design, preparation and marking, whilst potentially offering the least impact on student learning. Here the reader is encouraged critically to explore traditional forms of—identified as Assessment of Learning (AoL) and also known as Summative Assessment—whilst being invited to consider more progressive approaches to assessment through the use of methods collectively identified as Assessment for Learning (AfL) or Formative Assessment. In critiquing AoL, particularly in light of the technological support available to learners, a strong argument is presented in favour of AfL as the more authentic approach to assessment and delivering higher quality learning in contemporary higher education.