María Teresa Flórez Petour is an assistant professor and head of research in the Pedagogical Studies Department of the University of Chile. She also coordinates the Department's Assessment Study Group, and is a research associate at the Oxford University Centre for Educational Assessment. Her research interests are related to assessment policy in connection to history, politics and ideology; the development of complex theoretical and methodological models to study assessment reform processes; the validity of high-stakes assessment systems; and Assessment for Learning and its implementation in different contexts. Here she offers her comments on "Assessment and Learning: Fields Apart" (Jo-Anne Baird, David Andrich, Therese N. Hopfenbeck & Gordon Stobar--this issue). Florez Petour adds to the conversation begun in "Assessment and Learning: Fields Apart" by saying that the authors have been successful in problematizing and raising relevant questions regarding the connection between assessment and learning as well as around central concepts such as construct, unidimensionality, invariance, and quantifiability. She writes that it is understandable in this overarching attempt that some blind spots may remain unaddressed or are given a space that does not do justice to their relevance to the topic under discussion. She focuses her commentary on some of the gaps she sees, all of which revolve around the political dimension of assessment and its social function in education and society. [This article is a commentary on Jo-Anne Baird, et al.'s "Assessment and Learning: Fields Apart" (EJ1149539).]