This article advocates using Leventhal's (1980) justice judgment theory to incorporate distributive and procedural justice into summative assessment of student learning in higher education. It reviews important commonalities between the process of employee performance appraisal in organizations and practices to assess student learning in academe as well as empirical evidence regarding distributive and procedural justice in the former. It illustrates how these justice constructs also apply to summative assessment in higher education, explains how justice judgment theory applies to such assessment, and identifies traditional and alternative assessment practices likely to affect students' justice perceptions.