Assessment is a significant part of the education cycle with a vital role in aiding student achievement. The link between teachers' assessment "for" learning practices and improvement of student learning has been widely reported. There is also an extensive body of research, describing the intersection between academic performance on national and international tests, equity, and educational disadvantage. However, less is known about how a teacher's assessment "for" learning practices connects to educational equity outcomes. Therefore, there is a need to examine the use of assessment "for" learning practices that support the educational needs of disadvantaged students. This article reports on a scoping review critically examining academic journals and book chapters that have researched the intersection between these areas. Secondary education was selected as a focus because educational disadvantage in Australia increases during adolescence. One of the unexpected findings from this review was the lack of research undertaken in this area.