This chapter discusses developing good practice in assessment in higher education. It identifies the multiple stakeholders in assessment, including students, departments, and employers. It explores the different purposes of assessment, such as diagnosing learning, informing teaching, ranking students, and accreditation. The chapter then examines the assessment process and different modes of assessment, including norm-referenced, criterion-referenced, and ipsative assessment. Key issues in ensuring assessment is valid, reliable and transparent are discussed. The chapter concludes by considering how to develop assessment for learning using tools such as reflective journals, online discussions, and group projects.