Several major themes related to rethinking assessment emerged from a search of the papers published in "PRIMUS." Authors explored ways to change the stakes of assessments, often with outcomes-based grading and testing structures. They explored changing the "structure" of assessments by considering media beyond written exams and by configuring them as group activities. They explored ways to change the "focus" of their assessments by asking students to synthesize and engage messy applications/projects and by making metacognition part or all of the assessment activities. And they explored issues around "assessment" as part of a larger system by considering approaches to grading in general, alignment with other course activities, workload, and perceptions and expectations about assessment in mathematics. In this "PRIMUS" Curated Collection, I discuss these themes and offer some editorial perspective.