This guide attempts to address an aspect of secondary CTE (Career and Technical Education) that has received little attention; the assessment literacy of educators. School leaders need to go beyond ensuring routine compliance with external and internal regulatory forces to identify ways in which CTE program teachers might better understand "assessment" overall and use those practices to improve student achievement. The guide addresses a number of practical assessment-related issues through a question and answer format. Questions include the importance of program "assessment"; the pressures perceived by staff; the balance between teaching, learning and "assessment", and its implications for "accountability"; the "assessment" of students with special needs; computer-aided "assessment"; the assessment of "employability skills" needed in the workplace; and reporting and understanding the "results". This guide focuses on assessment literacy and good assessment practices rather than on an actual "assessment". In addition, those with responsibilities for program "assessment", both administrators and teachers, need to better understand assessment practices in order that they may better contribute to school improvement. A basic assessment glossary is included at the end of the Guide. Within the body of this document, readers will notice words that are in "italics". These words are directly related to assessment literacy and their definitions are included in the glossary. An assessment glossary is included. [This report was published by NOCTI.]