Abstract
<jats:p>This chapter examines the central role of assessment in equity-oriented mathematics education as a means through which student participation is shaped, students' ideas are recognized, and mathematical competence is defined. Building upon this chapter, assessment is conceptualized as a socially organized practice that shapes students' learning opportunities in mathematics classes through language, representation, interaction, and feedback. It suggests five principles of how equity-oriented mathematics assessment ought to be crafted: (1) linguistic mediation and accessibility, (2) multiple representations as legitimate evidence, (3) process-oriented evaluation, (4) participation as evidence of understanding, and (5) feedback that sustains identity and agency. The chapter provides a comparative classroom vignette to illustrate these principles and presents an Equity-Oriented Mathematics Assessment Tool intended to foster critical reflection among mathematics teachers.</jats:p>