Part IV of the book considers adjustments needed for student assessment and teacher education to accord with the genres approach. Chapter 9 on assessment starts with the widely accepted necessity for aligning educational assessments with the learning theories that underpin instruction. However, alignment looks very different when learning theories are holistically conceived as in contemporary education than in a genres framework that rigorously separates learning theories from one another. It is not that contemporary assessment ignores divisions among learning theories, rather that assessment scholars have tended to dismiss some of them as weak, to combine them for purposes of conceptualizing instruction and assessment, or to restrict assessment to a set of ‘core’ teaching practices. This chapter lays out separate assessment principles for skills, concepts, and cultural practices. For cultural practices, these principles include not sharing learning goals with students, putting genres assessment in tension with standard assumptions of contemporary schooling.