The purpose of this chapter is to discuss two of the Principles for Assessment in the Service of Learning as they affect the design and use of assessments intended to personalize learning for greater impact and equity:

• Assessment equity requires fairness in design of tasks and their adaptation to permit their use with respondents of different backgrounds, knowledge, and experiences.
• Assessment design supports learners’ processes, such as motivation, attention, engagement, effort, and metacognition.

Our discussion begins with background that gives the context for why these principles are needed. That background is followed by a section on some of the various strategies that might be used to achieve the two principles, as well as related design and application issues. The strategies explored are necessarily aspirational in that the state-of-the-art does not yet support their realization at scale. In the third section, we discuss sources