One of the central functions of teaching is formal assessment. However, formal assessment in school physical education often consists of attributing final grades to students at the conclusion of a unit (i.e., summative assessment). Moreover, grades have often been based on effort, attendance, and dress. Practical and authentic assessment strategies to assess student performance throughout a unit have been lacking, especially in relation to "what," "how," and "whom" to assess. This article describes the need for formative and formal assessment of student learning and how teachers can integrate assessment into their teaching of racquet games from a games-based perspective. (Contains 1 figure and 1 table.)