This article emerges as part of the Grand Challenges in Assessment Project and describes two approaches to driving innovation in assessment. Each approach can be used to drive innovation, promising failure, and equity in assessment, teaching, and learning. The first approach, the TRIZ exercise, focuses on an approach to drive innovation at a planning level. The second approach examines how to stimulate innovation through recognition of braver and safer spaces. The article concludes by reflecting on the implications of these approaches in the context of social justice and a pandemic.