Major developments over the past two decades in STEM education and classroom assessment provide a compelling argument for shifting the focus of assessment toward the classroom where its most powerful benefits can be realized. The increased emphasis on diversity, equity, and inclusion in education puts increased scrutiny on assessment practices and points to the need for more proximal approaches that are contextualized in the places where students learn and are sensitive to individual differences. Similarly, emergent technologies, especially those centered on artificial intelligence (AI) technologies, are providing potent tools for teachers to use in classrooms to assist with assessment that can guide more individualized instruction. In this arena too, there is a pressing need to build more equitable and socially just technology-based assessment systems. As a classroom-based activity necessarily impacted by both calls for increased attention to equity and justice and powerful, emerging technologies, the need for substantive professional development is once again brought to the forefront. The recommendations in this report are based on the findings and analysis presented in the full report "Classroom-Based STEM Assessment: Contemporary Issues and Perspectives." [For the full report, see ED631656. For the executive summary, see ED631657.]