Educators everywhere are responding to the realities of student learning loss, unfinished learning, or disrupted learning as they continue to experience the lasting impact of the COVID-19 pandemic. Students of color and students attending high poverty schools experienced the largest achievement declines, increasing preexisting gaps for already marginalized students. In this article, the author discusses how large-scale assessments can do more than document the learning gaps resulting from the pandemic. They can also be a vital tool to help reduce these gaps. The author discusses how designing and using assessments requires a set of skills that educators can develop with intentional professional learning and support.