Current research on teacher assessment stems from several different needs of the profession at the program and individual teacher level: (1) to guide improvement efforts, (2) to examine changes in effectiveness over time, (3) to gather information about program quality, and (4) to describe quality for the purposes of program choice (Zaslow, Tout, Halle, & Forry, 2009). In order to better consolidate this current understanding of promising practices and challenges in early childhood teacher assessment, this chapter addresses several important questions: What promising teacher assessment practices are tied to an evidence base? What conceptual and measurement challenges make teacher assessment difficult in early education? What next steps might move the field forward in terms of teacher assessment that is useful for promoting student learning? (author abstract)