The term "visual representation" is used purposefully to include a wide range of visual meaning-making devices and symbols. Although visual representations are considered important as meaning-making devices across theoretical constructs, little has been done to examine their role in the assessment and evaluation of learning in all areas of the curriculum. Now, more than ever, educators need to find authentic and purposeful ways to assess and evaluate visual components and the personal, expressive, critical, and aesthetic qualities that make visual representation so powerful and essential. It is essential that teachers educate students about modes of representations that continue to shape their worlds. To do so, educators must first embrace visual representation as a valued tool for understanding not as an accessory, frill, or add-on. Second, educators must carefully examine how and why they use visual representations in their classrooms and explore new ways they might employ them in their practice. Finally, educators need to examine the role of visual representation in the assessment and evaluation of learning. This article presents contextual vignettes that show how and why teachers use visual representations. (Contains 3 figures.)