These 12 conference papers offer a view of the evolving role of assessment in fostering learning and clearer signaling of individuals' skills. "Introduction" (Michael J. Feuer, Richard J. Shavelson) is followed by two papers in part I that question whether empirical evidence supports the claim of a skills mismatch in the economy: "Is There a Gap Between Employer Skill Needs and the Skills of the Work Force?" (Harry J. Holzer) and "Skills and the Economy: An Employer Context for Understanding the School-to-Work Transition" (Robert Zemsky). Two papers in part II are microlevel explorations of the changing nature of jobs in specific workplaces: "Should Social Skills Be in the Vocational Curriculum? Evidence from the Automotive Repair Field" (Bonalyn Nelsen) and "Manufacturing the New Worker: Literate Activities and Working Identities in a High-Performance Versus a Traditionally Organized Workplace" (Glynda Hull). Part III's two papers address implications of changing workplaces for the assessment and measurement of skills: "Twenty-First Century Measures for Twenty-First Century Work" (Kenneth Pearlman) and "Postmodern Test Theory" (Robert J. Mislevy). Two papers in part IV consider how the legal and social environment will constrain changing definitions and requirements of work with new approaches to selection, screening, and assessment: "Legal Restrictions on Assessments" (Dennis Parker) and "Assessment without Adverse Impact" (Neal Schmitt). Part V offers three overarching perspectives on the evolving literature and policy debate over school-to-work transitions and the roles of assessment: "What Policy Makers and Experts See (and Do Not See) in School-to-Work Transitions" (Larry Cuban); "Getting to Work: Thoughts on the Function and Form of the School-to-Work Transition" (Lauren B. Resnick); and "Transitions in Work and Learning" (Alan Lesgold). The agenda is appended. (YLB)