To help preservice teachers develop and maintain a professional commitment to educational quality and educational equity, teacher education programs must promote culturally relevant assessment and evaluation practices. It is not enough to understand the ways that current assessment and evaluation practices are biased against specific student populations. Developing a critical stance against such forms of assessment and evaluation is important, but, according to this author, it is far more important for teacher education programs to help teachers develop the ability to offer not only valid and reliable but clear and convincing evidence of student learning.