Dr. Card's article provides useful and clear standards for determining what good measurement is, identifies important problems in the measurement of constructs important to character education, and provides clear guidance about measurement development. In this article, I raise 4 points that build on Dr. Card's work. First, advancing assessment in character education requires a vigorous pursuit of conceptual clarity. Second, the field will benefit from efforts specifically to create assessments designed for practice, and those efforts should include consideration of how assessment data are interpreted and used. Third, I highlight the importance in practice of being clear about the purposes for assessing character. And finally, I argue that the method of assessment is a critical but underappreciated consideration, because different methods of assessment are suited to measuring different dimensions of character. The article provides examples from the field of social and emotional learning that are relevant to the adjacent field of character education.