This chapter provided a host of considerations and strategies to support intrinsically motivating and learning-focused assessment. Undergirding every strategy in this chapter is a belief that assessment ought to figuratively and sometimes literally include “sitting beside” students to understand what they value, how they learn, and how to create the conditions that will further inspire their intellectual, creative, social, and emotional growth. Returning to the introductory scenario, it is feasible that this will be Mr. Middle’s approach to helping Ignacio and his team move forward. To accomplish this, he might begin his conversation with Ignacio by asking him to share his perspectives based on a question from Activity 6.10 such as “Think of some important moments from your work thus far: your best moments, typical moments, crises, or turning points.” Perhaps afterward he and Ignacio will strategize and adapt the self-assessment survey ( Activity 6.11 ) so that Ignacio and each of his team members has a way to regularly and explicitly take stock of their learning. It is possible that Mr. Middle will assure Ignacio that collaborating more effectively from a distance is possible, with a little creativity. It is also possible that Mr. Middle will extend the time period for Ignacio’s team to complete their work or find a way to further personalize the assignment. Like most teachers, Mr. Middle has a lot on his plate and deadlines to meet. But he won’t give up on students, and part of what he wants Ignacio to learn is that, with a little extra support, challenges can be opportunities.