The chapter introduces the paradigm shift in educational assessment from psychometrics to a broader model that encompasses various forms of assessment, including teacher assessment, standard tasks, coursework, and practical and oral assessments. It highlights the need for a new theoretical framework to address the emerging issues in assessment, such as the reconceptualization of reliability and the impact of different assessment types on teaching and learning. The chapter discusses the limitations of the traditional psychometric model, which emphasizes technical issues like standardization, reliability, and norm-referencing, and argues for a more holistic approach that considers the broader context and purpose of assessment. It also explores the relationship between assessment and learning, emphasizing the importance of assessing students' actual performance rather than just their achievement relative to norms. The chapter concludes by outlining the agenda for educational assessment, which includes developing a more nuanced understanding of assessment's impact on teaching and learning, fostering multiple assessment methods, and addressing ethical considerations.The chapter introduces the paradigm shift in educational assessment from psychometrics to a broader model that encompasses various forms of assessment, including teacher assessment, standard tasks, coursework, and practical and oral assessments. It highlights the need for a new theoretical framework to address the emerging issues in assessment, such as the reconceptualization of reliability and the impact of different assessment types on teaching and learning. The chapter discusses the limitations of the traditional psychometric model, which emphasizes technical issues like standardization, reliability, and norm-referencing, and argues for a more holistic approach that considers the broader context and purpose of assessment. It also explores the relationship between assessment and learning, emphasizing the importance of assessing students' actual performance rather than just their achievement relative to norms. The chapter concludes by outlining the agenda for educational assessment, which includes developing a more nuanced understanding of assessment's impact on teaching and learning, fostering multiple assessment methods, and addressing ethical considerations.