This issue's featured article, "Assessment and Learning: Fields Apart" (Baird, Andrich, Hopfenbeck, and Stobart 2017) raises issues that are of basic importance for the disciplines of assessment and teaching and learning theory. In this commentary, Alex Scharaschkin restricts his remarks to a few areas. He considers the idea of a construct in educational assessment, and whether it is helpful to theorise educational constructs differently from psychological constructs. He examines some consequences for educational policy and assessment design. Scharaschkin's perspective draws on his experience in a United Kingdom awarding body that designs and administers large-scale, high-stakes assessments (GCSE and A-level examinations) aimed primarily at 16-18-year-old school students. Some of his examples refer to these assessments. [This article is a commentary on Jo-Anne Baird et al.'s "Assessment and Learning: Fields Apart" (EJ1149539).]